
Ciass 
Book 



JN?_ 



COPYRIGHT DEPOSIT. 



THE BOSTON WAY 



PLANS for the DEVELOPMENT 
of the INDIVIDUAL CHILD 



Compiled by the 

SPECIAL CLASS TEACHERS 

of Boston 



THE RUMFORD PRESS 
CONCORD, N. H. 



V /q> 



Copyright, 19 17 

By THE SPECIAL CLASS TEACHERS' CLUB 

Boston, Mass. 



/ 



SEP 27 1917 
f>CI.A476270 



FOREWORD. 



The supreme need of one who would teach or train a little child is the 
power to put oneself in his place — to go as far as the actual point of meeting 
with his actual need. What avails it that the teacher is strong, learned, 
skilled, if she cannot link her strength to her pupil's weakness, her knowl- 
edge to his ignorance, her skill to his lack of skill? 

This book is the united work of the Special Class teachers of Boston, 
an outline of their united experience, and is sent out in the hope that it 
may aid teachers and mothers everywhere, when facing a child's need, to 
"come where he is." 



CONTENTS. 



Page 

Arithmetic 50 

Bibliography 125 

Brass Work HO 

Brush Making 112 

Chair Caning 95 

Cobbling HI 

Crocheting 117 

Domestic Science 66 

Drawing 59 

Farm Work 69 

Folk Dancing ' 23 

Games '17 

Gardens 69 

Geography 54 

History 53 

Human Body Lessons 55 

Hygiene 55 

Information Lessons 63 

Knitting 115 

Language 38 

Leather Work 105 

Manners 119 

Modeling 78 

Motor Training 11 

Music 28 

Object Lessons 63 

Paperwork 80 

Penmanship 49 

Physical Exercises 14 

Programs 121 

Raffia Work 102 

Reading 29 

Reed Work 96 

Seat Work 71 

Sense Training 5 

Sewing 113 

Shawl-making 94 

Social Reactions . .119 

Spelling 37 

Suggestive Programs 121 

Weaving 90 

Woodwork 107 



SENSE TRAINING. 



SENSE TRAINING. 



"The senses are the avenues to the brain," therefore we must arouse the 
brain through the senses. A child should be given sensations sufficiently 
large and intense to arouse him to attention and interest. These must be 
more and more striking in proportion to his dulness or backwardness. If 
very undeveloped, flash a large red cloth in front of him, let him hear a 
loud noise suddenly, let him touch something very rough or sharp, have 
him smell a very strong odor, taste a strong flavor. It is not necessary at 
first for him to name the sensation. Lead the child gradually through 
simple to more difficult discriminations; thus each child's faculties may be 
brought through special sense training to their greatest ability. 

1. Sight Training. 

a. Color Discrimination. 

Let the child sort large pieces of red and yellow cloth or other materials, 
gradually add other colors and diminish size of materials until he can sort 
all six colors of small squares, pegs, pieces of cloth or worsted; then add 
tints and shades. 

Have boxes divided into eight compartments, each painted a different 
color, using the six standard colors and black and white. Have small 
squares of corresponding colors and let the children place them in right 
compartments. 

"The Embossing Company's Color Cubes" (faces colored different 
colors). Let the child turn all the blocks so that the yellow or any given 
color will be on top. Teacher forms a design using two colors; later more 
than two. Child copies. Child copies designs shown on cover of the box. 

Show a large piece of cloth or paper of a given color. Tell the child to 
run lightly about the room and see if he can touch five objects of that 
same color. 

Have three children stand in front of the class and place on the head of 
each a cap of colored paper. The other children observe for a moment, 
then cover their eyes. Teacher calls upon some one to name each child 
and the color of his cap. 

Place a row of pupils in front of the room. Give each one a colored 
worsted kindergarten ball. Children at seats look long and carefully. 
Room should be perfectly quiet. At a signal from the teacher, the balls 
should be concealed while the pupils change places in line. Select a pupil 
to name the color belonging to each child. 

Color boards in a row on the blackboard ledge. Give the order, "Touch 
some red, white, blue and yellow." The child who has been chosen by the 
teacher runs and touches the indicated colors in order as he finds them on 
the color boards. 



6 THE BOSTON WAY. 

b. Form Discriminations. 

Let the child sort large solid forms, using two contrasting forms first, as 
cube and ball. Later add other solid forms: cylinder, cone, pyramid. 
Have two of each form and let him put them in pairs. Increase the diffi- 
culty by adding color. Do the same with plane forms: circle, square, 
oblong, triangle, diamond, oval, egg-shape, pentagon and hexagon. 

Draw forms on board and let the child match cardboard forms to them. 
Increase the difficulty by having forms of different sizes. 

Have a series of cubes graduating from one to ten inches. Let the 
child arrange consecutively. Use plane forms in the same way. (Use 
Seguin's inset boards.) 

Have boxes divided into twenty-seven compartments. Have letters 
pasted on the bottom of each, give the child a box of letters printed on 
cardboard and let him place each in its own compartment. These letters 
can also be used in building words. Use picture puzzles. 

c. Correct Observations. 

Have several objects on a table. Let the child look at them while you 
count three, turn away, and tell you what he saw. 

Let the child look at a picture, put it away and have him tell what he saw. 

Have a child describe, draw, and model objects seen. 

Paste on cards 6x9, 2" parquetry squares, circles, oblongs and triangles 
of different colors. Have different numbers of them and in different posi- 
tions on each card. Hold one up before the child an instant, then take it 
away and have him tell what color he saw, what form, or how many. 

Select several different children who stand in a row at the front of the 
room. Take one child at a time and show two objects in consecutive order. 
After the objects have been displayed and taken away, the child makes a 
statement as to the size of the things shown to him. This may be done in 
the form of a complete sentence, as: "the first object was smaller than the 
second" — or by the use of two words, "larger," "smaller." In the last 
case both articles are described. 

Have one child touch some object and then another child touch the 
same object and another one, and so on until nine or ten objects are touched 
in order by nine or ten children. 

Two or three children stand at the front of the room. The other children 
look at them and then close their eyes. Send those in front to their seats; 
the others open their eyes; and some child puts those who stood in front 
again in the same places. 

Have three or four children hold mounted cards of animals; the others 
look at them and close their eyes. Have the children at the front of the 
class turn the cards around, then some child must tell the names of the 
animals from left to right. Also tell where a certain animal was — between 
what two animals. Mounted pictures of trees, flowers and fruit can be 
used in the same manner. 

Hold up a color board containing two or three colors. Children look 
closely while teacher counts five. Remove the card from sight. A chosen 
pupil names the colors in order from top to bottom, from bottom to top, etc. 

Place three pupils in a row at the front of the room. Give a colored 
worsted kindergarten ball to each. Children at seats look closely while 



SENSE TRAINING. 7 

teacher counts to three or five. The pupils in the row place the balls 
behind them. A chosen child rises and goes up to them, speaking to each 
one as follows: "Good morning, Mary Red" — "Good morning, John 
Green"— etc. If the color is correct, the child who is addressed answers 
the salutation. Carry the game still farther by adding more children to 
the line. 

Place several colored balls, such as the kindergarten worsted balls, in a 
row. While the child blinds his eyes take one away, have him open his 
eyes and tell which one is gone. Take away two or more and have him 
tell how many are gone. 

Let one child leave the room and have the children guess who is gone. 

Children leave the room; place colored ball where it can be seen from 
the center of the room. Let the children in and have each one take seat 
when he has seen the ball. 

2. Auditory Training. 

Have a box of different instruments such as a whistle, bell, horn, clappers, 
sleigh bells, automobile horn, rattle and cowbell. Begin with two sounds. 
Blindfold the child and let him hear first one sound and then another. 
Gradually add other sounds and have him name them; also point in the 
direction from which the sound comes. 

Blow two blasts on a whistle, tap a bell twice and sing four tones of the 
scale. At the close, select one of the children to imitate, being careful that 
number, sound and order are accurately reproduced. 

Play or sing a succession of tones. After each one have a child or the 
class describe it by saying, "loud," "soft," or "high," "low," etc. 

Choose several pupils to play. Give one a bell, another a whistle and let 
the third one walk across the floor. Children at seats should close eyes and 
listen to the simultaneous sounds. Select a child to tell how many and 
what sounds were heard. 

Four chosen pupils stand in a group in front. The other children lay 
their heads down upon the desks, close their eyes and listen carefully. The 
ones in front walk (one at a time) in a direction indicated by the teacher. 
As soon as the footsteps cease, the listening pupils are allowed to tell the 
direction in which each child went. At first have some child tell the direc- 
tion as soon as each pupil takes his turn. After it becomes easy to tell 
direction through sound, begin with three children; have them walk one 
after another, and then call upon some pupil to tell the three directions in 
correct order. 

The children close their eyes and the teacher rolls a hard rubber ball, a 
soft rubber ball or a sphere. The children guess which one was rolled. 

Send three children into the dressing room and have them sing in turn 
and have the class guess who is singing. 

Children at seats close eyes. Choose one pupil who runs about the room 
and stops in a desired place and asks, "Where am I?" One child is chosen 
to answer the question. 

Use kindergarten game of "Bell Ringer" in the Reed Book. One child 
is blindfolded and another child rings a bell. The blindfolded child points 
in the direction of sound and then chases the child, who continues to ring 
the bell until caught. 



8 THE BOSTON WAY. 

"Bell the Cat" is played by having several blindfolded children chasing 
the child with the bell at the same time. 

"Coo-Coo Game." One child hides and says, "Coo-coo," while another 
child follows the sound to find him. 

Game of " Pussy." Put a block under a towel and call it a pussy. While 
one child is out of the room, another takes "Pussy" from under the towel, 
goes back to his seat and meows like a cat. When the first child comes 
back and finds "Pussy" gone, he listens for her and tries to find her by 
following the sound. 

Hide a ball or stone and have child hunt for it by listening to music; 
loud when he is near, soft when away from object. 

Have children listen to music and do as it indicates: march, run, skip, 
fly, creep, etc. 

Have child blindfolded and guess other children by sound of their 
voices. 

One child is blindfolded and says, "Where art thou, Rachel (Reuben)?" 
Another answers, "Here I am! " First child tries to catch him by following 
the sound of the voice. 

"Telephone Game." One child stands behind a screen or sits down 
behind the teacher's desk. All the others stand. One, indicated by the 
teacher, calls, "Hulloa Central," and if able to recognize the voice, Central 
replies, "Hulloa" and calls the child by name, and that child sits down. 
When all have had a chance to call up, a new Central is chosen. 

"Look-at-me" game. Children in a large circle. One blindfolded in the 
center. First one and then another in the circle calls out, "Oo-hoo (child's 
name) Look at me!" The blindfolded child turns quickly to face the 
direction from which the voice came. 

Have child listen to simple commands, then perform them. Example: 
Shut the door and open the window. Gradually increase the number of 
commands given at one time. 

Have child repeat numbers after you, also sentences. 

Play simple music and have child sing it. 

"The Puppy's Bone." One child sits on low stool or box and covers 
his eyes. His "bone" is on the floor a foot or more behind him. Some 
child indicated tries to creep up and steal the bone without making a sound. 
If he hears the least sound of footsteps on the floor, the "Puppy" says, 
"Bow-wow!" and the other must return to his seat. When some one is 
successful in getting the "bone," the class clap and that child takes the 
stool. 

3. Tactile Training. 

Have a wonder-bag attractive in color. Put in one object such as a cup. 
Let the child put in his hand and try to tell what it is by feeling of it. Add 
another object and ask him to find the cup. Increase the difficulty of 
finding the cup by adding more objects. Vary this work by having the 
bag full of objects and allowing the child to feel and take out the different 
objects, naming them as he does so. (Child blindfolded during this experi- 
ment.) 

Let child feel of many different objects while blindfolded, and tell if they 
are rough, smooth, hard, soft, wet, dry, hot or cold. 

Let him go about the room with his eyes shut, another child guiding him 



SENSE TRAINING. 9 

and name the objects he touches, telling you their characteristics: that is, 
if they are smooth, rough, hard, etc. 

Have child lift different objects and tell if they are heavy or light. Have 
a miniature set of weights and allow him to arrange these according to 
weight. Vary this experiment by having him begin with the lightest and 
go down to the heaviest and vice versa. 

Let him handle the tools for manual training and gardening and learn 
those easiest to lift and those hardest, also those which are blunt and those 
which are sharp. 

Have boxes of same size but different weights and have child arrange 
these consecutively. 

Have celluloid and rubber toys as well as the heavier mechanical toys, 
so that in play the child can learn this weight distinction. 

Make with a child a scrap book of common wrapping paper and help 
him put in it bits of silk, velvet, linen, cotton, wool, etc. When he learns 
these textiles have him name them blindfolded, by touching. 

Have him feel clothing of his mates and tell you nature of cloth. 

Have him feel in a huge box and while his eyes are shut name the textile 
he removes. Let another child put them back feeling each and naming 
it. 

Let child draw around objects with pencil and crayon, then let him use 
his finger to trace around same; finally place an object in his hands which 
are behind him, and have him name by feeling around it. Blindfold him, 
place object in his hands in front of him, and have him name. Later let 
him draw, describe and name object. Work this into a team game. One 
child hand object, another feel and name, etc. Do this work with cut 
letters and have pictures of flowers with the name of the flower cut out 
under it. Give child box of letters and let him fill in name while blind- 
folded. Vary this with animals, birds, fishes, etc. 

4. Gustatory Training. 

Have in a box small bottles of molasses, ginger, cinnamon, sugar, clove, 
cayenne, vinegar, salt, black pepper, mustard, alum, quinine, Jamaica 
ginger, tea, water, cocoa. Begin with two contrasting tastes, such as 
vinegar and sugar, and have a blindfolded child tell how they taste; add 
others and let him name them. 

Let child taste and tell flavor of candy, such as peppermint, sassafras, 
chocolate, wintergreen, lime, lemon, clove. 

Let child taste different fruits and tell their names. 

5. Olfactory Training. 

Have in a box bottles of vanilla, iodiform, pennyroyal, lemon, pepper- 
mint, lavender, spearmint, wintergreen, vinegar, water, coffee, kerosene, 
ammonia, camphor. Begin with two contrasting odors and have a blind- 
folded child tell how they smell. Add others and finally advance to having 
him name them. Use small bottles which are large at the top with glass 
stoppers. 

Have the different food odors established, such as tea, coffee, butter, 
lard, etc., so that impurity in food values may be detected quickly. 

Allow child to relate the pleasing odors smelled on a journey through 
the woods; try this at all four seasons of the year. Take children to gardens, 



10 THE BOSTON WAY. 

if possible, and allow the fragrant odors to be drunk in and gradually dis- 
tinguished. Blindfold child and have him name flowers from their fra- 
grance. 

Teach the odor of gas and heat so that child may protect himself through 
sense of smell. 

Any druggist will fill out cases of oils, spices, perfumes, etc., and if 
informed of their use, very reasonably. Waverley has an excellent printed 
list of materials suitable for tactile and olfactory training. If this work is 
done more as a game than a lesson results are very striking and headway 
very rapid. 



MOTOR TRAINING. 11 



MOTOR TRAINING. 

(With Special Reference to the Needs of the Weaker or More Helpless 

Children.) 



"Without motion the elements which go to form new tissue can never be 
brought to perform their function. The organic purpose of the atoms 
would be defeated without motion." 

The working of a muscle may be passive, active or resistive. A weak or 
partially paralyzed muscle should be given these three kinds of exercise.' 

Example: A child's arm may be flexed and extended by the teacher; he 
may himself make these motions ; and finally make them pulling and pushing 
against a resisting force. 

Leg Movements. 

Walking a chalk fine. Add interest by having the line form some design, 
as, during the valentine season, a huge heart drawn on the floor. 

Ladder. Stepping on each round. 

Stepping in each space. 

Skipping one round, then two. 

Skipping spaces. 

Walking on side. 

Walking on the side and then on a round. 

Lifting the knee. Place two or three bushel boxes on the floor one yard 
apart. Children march around the room and step in each box, being care- 
ful not to touch the side. 

Boxes as above, but with open side next the floor. Children march and 
step up on each box. 

Platform (8" or lower). Child steps up, turns and steps down, a given 
number of times. 

The two or three steps leading into portable buildings afford a good place 
for practice to children who would be frightened or fatigued by a full flight 
of stairs. 

Balancing. 
Carry basin or cup full of water. 
Balance beam. (See Physical Exercises.) 

Arm, Wrist and Hand Movements. 

Place wand in child's hands. 

Drop wand into child's hands. 

Toss wand to child. 

Slapping hand game. Children stand in a circle holding out their hands. 
A child in the center holds a ten-inch disk of heavy cardboard and tries to 
slap the extended hands before they can be drawn back. If he succeeds he 
changes places with the child hit. 



12 THE BOSTON WAY. 

Throwing. Blackboard target with a snow-man or other object of 
interest drawn in the center. Throw wet balls to aid in exact scoring. 

Throw bean-bags into a box. 

Raising arms. Children seated. They pass rulers over their heads from 
front to back, then from back to front of row. 

Children standing in a row. They pass a medicine ball over their heads 
up the row, then turn quickly ready to receive it as it comes down the row 
again. 

Pulling. 

Two children hold large wooden rings and pull against each other. 

Same as above with wands. 

Game — Tug of War. 

Game — Bull in the Ring. 

Red elastic tape 1 inch wide, 15 inches long. Child holds the two ends, 
pulls it to a given length (30 inches or 1 yard) and holds it while all count 
to 20. 

Tape as above and a similar piece of blue. Two contestants strive to 
see which can pull to the greater length. 

(In the above and many of the following exercises the introduction of 
color makes them more stimulating and adds to the spirit of pleasant rivalry 
and play.) 

Two large strong bottles. Press the corks in very tightly. Two children 
see which can first pull out the cork. 

Wringing, Twisting, Spinning and Twirling Motions. 

Cloth wet with warm water. Child tries to wring out as much water as 
possible. 

Child takes cover from Mason jar or candy jar when screwed on firmly. 

Child twirls button mold tops. 

Picking-up motions. In all these, dictate the use of right hand, left 
hand or both hands. 

Throw a quantity of small pieces of paper on a platform or large table. 
Children see who can first pick up one hundred pieces one at a time. 

Throw a quart of colored pegs as above. Children pick up one at a time, 
go to seats and count them, laying them out by tens. 

Pour out a quantity of shoe buttons as above. Each child has a small 
paper cup to fill. 

Eight milk stoppers in a row on each desk. Upper side colored or deco- 
rated. Children turn them over to plain side, then turn back. Use college 
colors or pictures of birds (they fly away, then come back) or snow stars 
(they melt, then form again). 

Cutting Motions. 

Cutting newspapers for practice. 
Cutting rags. 

Placing. 

Pick up soft lentils with a toothpick until it is full. 

Design drawn on cloth and stretched on frame. Outline with pins. 

Peg board designs. 



MOTOR TRAINING. 13 

Outline pictures on thin wood. Holes for pegs about one-half inch apart. 
Fill with pegs. 

Outline pictures on cover or bottom of plain shallow pasteboard box. 
Holes for pegs made with scratch awl. 

Two large pin cubes. Enough red pins to fill one side of one. Blue pins 
for the other. Two contestants remove the pins one at a time, then replace. 

Two children see which can build the highest tower with two inch cubes 
or other blocks. 

Bead-stringing. Race for the longest string in a given time. 

Exercises of Practical Use. 

Lacing stick. 

Top of a shoe nailed to a round stick of wood. Lace. 

Braiding strips of red, white and blue cambric. 

Tying a bow-knot. 

Buttoning. Strips of heavy cloth with buttons and button-holes. 

Winding. Two large spools. Three yards of red yarn or silkateen tied 
to three yards of blue and one end tied to each spool. Wind from one 
spool to the other. 

Wind the Germantown used in school. 

Wind the graphophone. 

Raising and lowering windows and curtains. 

Opening and closing doors. 

Dusting erasers. 

Cleaning blackboards. 

Cleaning shoes. 

Carrying parcels or messages. 

Approved by William H. Devine, Director of Medical Inspection, Boston 
Public Schools. 



14 THE BOSTON WAY. 



PHYSICAL EXERCISES. 



Marching. 

1. Appoint a leader and march, making it more difficult by degrees? 
that is, march as in a Grand March — by l's, 2's, 4's, 8's-4's, 2's, l's. 

2. March with imaginary guns, drums, trumpets and other variations. 
Wands may be used for guns. 

3. Combine arm and leg movements. Stretch arms from shoulders 
overhead, to the sides and to the front — from the hips down at the sides. 
Use four counts for each variation. 

4. Count aloud eight times and march; skip, run, hop, fly and walk. 

5. March, then stop music suddenly. Change music for running, 
creeping, hopping, walking, skipping, high-stepping, flying and finally, 
march to seats. The children should not be told what to do, except by the 
music. 

Breathing Exercises. 

1. Facing open windows, inhale and exhale, while raising and lowering 
arms. 

2. With very young children play that they are blowing a paper bag, 
preparatory to bursting with fist, or that they have been sawing wood and 
must blow away the sawdust. 

3. Make outward cir ?les with arms, breathing deeply all the while. 

4. Numbers 1 and 3 may be performed with wands or dumb-bells, and 
the children enjoy having some object in their hands. 

Balance Beam. 
Two parallel beams, two fines of children, or one beam and one line 
marching on the floor. 

1. Walk to slow march time. 

2. Touch forward and step, march time. 

3. Touch forward twice and step, slow waltz time. 

4. Touch forward, backward, forward and step, march time, or fast 
waltz time. 

5. Dip, and step, fast waltz time. 

Series of Stunts. 

Single Beam. 
The child who is able to do most of the stunts is the champion of the 
room. The desire to be champion stimulates effort. 

1. Walk the length of the beam forward, arms extended, and head erect. 

2. Same backward. 

3. Forward, dip, then step. 

4. Same backward. 

5. Forward, with a book or block of wood on the head. 



PHYSICAL EXERCISES. 15 

6. Same backward. 

7. Forward with a book on the head and one on each hand. 

8. Same backward. 

9. Forward, raising the knee before taking the step. 

10. Same backward. 

11. Forward, bending the knees between each two steps. 

12. Same backward. 

13. Forward with arms folded. 

14. Same backward. 

15. Forward, heel, toe, and 1, 2, 3. 

Dumb-bells. 

1. Stretch dumb-bell forward from chest, 4 counts. 

2. Fling from chest to the sides. 

3. Stretch from shoulders to sides, 4 counts. 

4. Stretch from shoulders overhead, 4 counts. 

5. Stretch downward from hips. 

6. Raise overhead and rise on toes. 

7. Raise to shoulders front and squat. 

8. Raise overhead; touch floor, without bending knees; raise overhead ; 
position. Count 1, 2, 3, 4. 

9. Make outward circle with arms. 

10. Make inward circle with arms. 

11. Touch heads of dumb-bells in front and in back, below the waist. 

Hard Rubber Balls. 

1 . Outward circle, right, and toss. Count 1-2. 

2. Outward circle, left, and toss. Count 1-2. 

3. Alternate with 1 arid 2. 

4. Double outward circle and toss. Count 1-2. 

5. Outward circle right, pointing right toe at side; toss, bringing right 
foot to position. Count 1-2. 

6. Inward circle, right, and bounce. 

7. Inward circle, left, and bounce. 

8. Alternate 6 and 7. 

9. Double inward circles and bounce. 

10. Double outward circles and toss, stepping forward; bring backward 
foot up to forward on the toss. Count 1-2. 

11. Double inward circle, stepping back, and bounce; bring forward 
foot back to the other foot. Count 1-2. 

12. Right arm out at side, overhead, out at side, and toss ball over to 
left hand. Count 1, 2, 3, 4. 

13. Same as 12, pointing right foot at side, across, behind, at side, and 
back to position. 

14. Outward circle right; arm out at side; arm over head and bounce 
ball from left shoulder, catching ball with left hand. Count 1, 2, 3, 4. 

15. With double outward circle, lunge diagonally forward; toss and 
return to position. Count 1-2. 

16. Alternate outward circle, right, and toss; inward circle, right and 
bounce. Count 1, 2, 3, 4. 



16 THE BOSTON WAY. 

Wand Drills. 

1. Wand forward and down. Count 1-2. 

2. Wand forward and up, forward and down. Count 1, 2, 3, 4. 

3. Wand forward, upward and down. Count 1-2. 

4. Wand at chest, stretch forward, at chest, over head, behind 
shoulders, over head, chest and down. Count 1, 2, 3, 4, 5, 6, 7, 8. 

5. Same as 1 or 2 with foot placing forward and back to position. 

6. Same as 1 or 2 with foot placing sideways and back to position. 

7. Same as 3 with foot placing forward and back. 

8. Same as 3 with foot placing sideways. 

9. Same as 4 with foot placing forward, sideways, backward and in 
position. 

10. Same as 5, adding heel raising and sinking while wand is held in 
front. 

11. Same as 2 with heel raising. 

12. Wand forward, upward, with feet placed sideways; wand back of 
shoulders; trunk bending forward and up twice; wand over head; position. 
Eight counts. 

13. Wand back of shoulders; knees bending upward, forward. Sixteen 
counts. 

14. Wand back of shoulders; with a jump, place feet sideways; bend or 
twist trunk. 

15. Arms forward with foot pointing sideways; arms over head with 
lunge sideways. 

16. Arms forward, upward, with foot placing sideways; bend or twist 
trunk. 

i7. Arms back of shoulders; stride jump. 
18. Wand forward with deep breathing. 

Indian Clubs. 
Music suggested — Blue Danube. Each movement suggested is done 
twice with each hand and four times with both. 

1. Outward arm circle. 
Inward arm circle. 
Parallel arm circle. 

2. Outward arm circle; high dip. 
Inward arm circle; high dip. 

3. Same, only low dip. 

4. Pendulum swing. 

5. Outward arm and shoulder circle. 
Inward same. 

Parallel same. 
;6. Combination. Parallel arm and shoulder circles 3 times; foot placing 
forward, right. Three hand circles; arms extended. 



GAMES. 17 



GAMES. 



"The child's personality grows; growth is always by action; he clothes 
upon himself the scenes of his life and acts them out; so he grows in what he 
is, what he understands, and what he is able to perform." Mental Devel- 
opment, by James Mark Baldwin. 

Ball Games. 

1. Hit or Miss. Teacher uses a basket-ball or some soft ball and throws 
in rapid succession to children in different parts of the room. If any child 
is not alert every minute, he will be bit. 

2. Circle Tag Ball. Players in circle. "It" in center. Pass or toss 
ball around in circle while "it" tries to get it. If "it" tags the ball in 
someone's hand, that child must be '.'it." 

3. Guess Ball. One player turns back to others and they pass the ball 
from one to another. Finally, one player hits "it" who tries to guess who 
was guilty. 

4. Call up Ball. Players in circle. One in center calls the name of a 
child as he tosses up the ball. That child must catch it. Two names may 
be called at once, or the children may be numbered, and two numbers called 
at once. 

5. Dodge Ball. Players in circle, also a group inside of the circle. 
Those in circle roll the ball, trying to hit the others, who jump to dodge it. 

6. Clap Ball. Players in line, facing a teacher who throws the ball. 
Each claps once before catching, then twice, three times, etc. If one fails 
to clap the correct number of times, he must go to the end of the line. 

7. Pass Ball. Player in center tries to pass ball between the separated 
feet of those in the ring, who bend over and bat it out with their hands only. 
If the ball goes through, player must leave the circle. 

8. Arch Ball. Players arranged in two vertical lines. Number 
one in each row has a ball, which he passes over his head at a given signal. 
Each child passes it over his head until it reaches the last child, who runs 
to the front and passes it back. The game continues until number one of 
either line is back in place, then his row has won. 

9. Straddle Ball. Like arch ball, but the ball is passed between sepa- 
rated feet. 

Circle Games. 

1. Drop the Handkerchief. Players in circle. "It" walks around out- 
side of circle and drops handkerchief behind some child who must chase 
"it" and try to catch him before he reaches vacant place. Bean bags or 
other objects may be substituted. 

2. Herr Slap Jack. Like No. 1, but the one tagged runs in the opposite 
direction. When they meet, they must bow or do various gymnastic 
stunts before passing, then see who reaches vacant place first. 

3. Cat and Rat. Players form a circle with a rat inside and a cat out- 
side. With hands joined they must keep the cat from the rat. The cat 

2 



18 THE BOSTON WAY. 

tries to get under the joined hands. If he is successful in getting the rat, 
choose a new one. Finally, have two cats after one rat. 

4. See Saw. Children in circle in groups of three. One has arms raised, 
while two and three stand at each side, two on tiptoe and three with knees 
bent. Rise and sink to music, one going up as the other goes down. 

5. Swing Game. Song. "How do you like to go up in a swing?" 
(Red Jenks). Children stand in circle in groups of three. Two join hands 
to make swing, other swings to music. Every eighth count he goes under 
swing and runs to next group to play there. 

Guessing Games. 

1. Hunt the Key. Players form a circle. Pass a key back and forth, 
keeping hands in motion. Player in center must discover who has the key. 

2. Button, Button, Who has the Button? Played like No. 1, but those 
in ring ask this question, while "it" says, "John has the button." If 
correct, they change places. 

3. Hide the Thimble. Chalk or any object may be used, and it is espe- 
cially interesting if peanuts or kisses are hidden . One child blinds while object 
is hidden. Teacher plays soft music, then louder as child nears the hidden 
object, or children say, "Cold, freezing, warm, warmer, hot and burning." 
Every child may blind, then all look together for hidden objects. 

4. Children in seats. One child blinds while two or several children 
change seats. Guess who? 

5. Cuckoo. One child blinds while another hides and calls, "Cuckoo." 
The blinded child must find the cuckoo, tracing the sound. 

6. Bell Game. Children in circle. Child blinded in center. Another 
rings bell some distance away, high or low. One in center must point in 
direction of bell. Variation. Children in seats. One child hides, while 
another puts the bell in his desk and rings it. Hidden child must return 
and guess who, from the direction of the sound, or appearances of children. 

7. Who Art Thou? Player blinded in center. Others move about in 
circle until signal is given to halt. Blinded player touches someone whom 
he must recognize by the feeling of his clothing. If unsuccessful, he asks, 
"Who art thou?" Player answers, "I" in natural voice. If recognized, 
they must change places. 

8. Blind Man. Like No. 7, but the player stands behind blinded one 
and says, "Good morning, Joseph." The blinded one may have a wand and 
point to some child who takes it and says, "Good morning." 

9. French Blind Man's Buff. All players are numbered. One blinded 
in center calls two numbers, and as those two change places, he tries to 
catch them. If successful one takes his place in center. 

10. Have You Seen My Sheep? Players in circle. One outside is 
called the shepherd. He walks around, touches someone and says, "Have 
you seen my sheep?" Player touched replies, "How was he dressed?" 
Shepherd describes the clothing of some player, whereupon that player 
recognizing his description, runs around and tries to reach his place again 
before the shepherd catches him. If caught, he is shepherd. 

11. I Saw. Teacher says, "I saw — ." Then she imitates a flying bird. 
Children answer, "A bird." Every child flies like a bird. Let children 
suggest things to imitate, as an automobile, a prancing horse, a leaping 
rabbit, a soldier marching, etc. 



GAMES. 19 

12. Quiet Guessing Game. All children in seats. One says, "I am 
thinking of something in this room which begins with b." Children guess 
what it is: book, ball, basket, banner, bracelet, and other objects. The 
child who guesses may have the next turn. It may lead on to things out- 
side of the room, even classifying as, round things, colored things, beautiful 
or ugly things, buildings, trades, countries, etc. It may be used as a spell- 
ing lesson or a geography lesson. 

Outdoor Games. 

1. Many of the games are adapted for out-door use, especially the ball 
games, including baseball, basket-ball, football and medicine ball games. 
The relay races are of even greater value when played out-doors. 

2. Jump the Shot. Players form a circle. One player in center, swings 
a long rope to which is attached a bag of sawdust or something fairly heavy, 
at the end. This bag must be swung from the rope so that it will come 
under the children's feet (low). The players must jump the bag as it 
comes to them, for if they are hit by the bag they must leave the circle and 
may only rejoin it when two more players have been removed. The speed 
and height of the rope may be gradually increased. Children may jump on 
one foot with arms at sides or on hips. 

3. Boo. All children on given line. One child "it" some distance 
away. "It" turns back and calls, " 1-2-3-4-5-6-7-8-9-10-Boo," and 
turns quickly. While he is counting other players move quickly toward 
his goal, but they must stop before he turns, for if he catches them moving 
they must return to the line. The first player to reach goal may be "it." 

4. New York Trade. Two captains choose equal numbers of players 
for sides A and B. One side decides upon a trade and how to represent it. 
A's side walks to a line where they meet B's side. A's side says, "Here we 
come." B's side asks, "Where from?" A's side answers, "New York." 
B's side asks, "What's your trade?" A's side acts out a trade for B's side to 
guess. If B's side cannot guess, A's has another trial. If B's side guesses, 
A's side runs quickly toward their line or house, while B's side pursues and 
tries to catch some of A's men. If successful the men caught must stay 
with B's side and help him next time to catch the remainder of A's men. 

5. Hill Dill. Children are arranged in two parallel fines about twenty- 
five feet apart. "It" stands between them and calls, "Hill Dill, come over 
the hill, or else I'll catch you standing still." The players on both sides 
run to opposite sides. "It." tries to tag them before they are safe on their 
line. If he tags any, those players must help when he calls again, and so on, 
until every player is tagged. 

6. Fish and Net. Like Hill Dill, but one side is called the fish, the 
other the net. End men of net try to join hands around fish instead of just 
tagging. 

7. The Miller is Without. Like Hill Dill, but the player in center is 
called the miller; there is also a watchman for each goal. The miller ad- 
dresses the watchmen from the center, "Hello, hello!" Watchmen answer, 
" Who is there?" Miller replies, " The miller." Watchmen ask, "What do 
you want?" Miller answers, "A sackful of children." Watchmen say, 
"Then catch them!" Here the children escape to other goal. If the mil- 
ler tags one, that one becomes miller; the miller becomes watchman of the 
goal, and the watchman joins the players. 



20 THE BOSTON WAY. 

Seat Games. 

1. Like Jerusalem Chairs. If there are fifteen children and fifteen desks 
and chairs, one chair is marked to be unoccupied. The children march 
until music stops, then they try to get one of the fourteen seats. One child 
is left out of the game. Each time one chair more is to be vacant, until 
there are but two children marching for the same chair. 

2. Seat Race. Considering that there are fifteen children in the room 
in three rows of five each; number rows crosswise (1-2-3—4-5) making three 
children with the same number. Each child must remember the number 
of his row. A chalk mark is made in the aisle at the front of each row. 
Teacher calls the number and the three children must run and touch the line 
and return to their seat. If a child in the middle row wins, one is scored 
for him. The game is ten. Each child must be in perfect position when 
not racing. 

3. Ten Pins. Arrange ten pins in group on a given line. Roll ball and 
score as many as are knocked down. Ten pins may be numbers 2-4-5-10 
and others, so that there will be a chance for bigger scores and also for add- 
ing. 

4. Basket Game. Place waste basket at front of room. Stand on a 
given line. Score five for each time that a ball is thrown into the basket. 

5. Blackboard Game. Make a circle on the board with many numbers 
written inside. Children stand on a given line and aim soft ball at num- 
bers. Score. 

6. Bean Bag Game. Children put heads on desks. One child walks 
around and drops a bean bag on some desk. That child must pursue, 
walking, and try to catch the intruder before he reaches the vacant seat. 

7. Simon Says. Children may stand or sit. Teacher says, "Simon 
says, 'Thumbs up.' " Children hold up thumbs. Teacher says, "Simon 
says, 'Thumbs down.' '' Children put them down. Teacher must always 
say, "Simon says," if children are to obey command. If she says, "I say, 
'Thumbs down,' " and the children obey command, they are out of the 
game, as they must do only what Simon says. 

8. Statues. Beautiful or Grotesque. Children stand with arms out- 
stretched, at seats. One child walks up and down the aisles vigorously 
twisting the arms and bodies of the children, who pose as beautiful or gro- 
tesque statues. The one who is most beautifully or grotesquely posed may 
do modelling next time. 

10. Cross and Recross. Two rows with an equal number of players 
sitting at their desks. When "it" claps his hands the players in adjoining 
rows of seats cross to opposite rows. If "it" does not succeed in taking a 
seat while players are changing, he claps his hands, and all recross to their 
own seats. The player who loses his seat is "it." 

11. Vis-a-Vis. Players stand in couples around the room. Whenever 
"it" calls, "Face to face," two in each couple face each other. When "it" 
calls, "Back to back," they turn their backs. When he calls, "Vis-a-Vis," 
they must all change partners. " It" now tries to secure a partner. Player 
left alone is now "it." 

12. Follow My Leader. One child is leader and does various stunts 
with hands or other parts of body. Others must imitate. If unable to 
imitate they are out of the game. 

13. Indian Club Game. Make two equal lines of players. A child 



GAMES. 21 

stands at head of each line about four feet away from No. 1, holding an 
Indian club in a slanting position, with the head toward the player. Player 
tries to get a rope ring on the club. If successful it scores five. He runs to 
rear of line and the game continues until he is in place again. This may 
be played with the left hand, scoring ten instead of five. 

14. Skewer Game. Pile some skewers, pencils, toothpicks, or some 
such objects on a table. Each child in turn tries to remove one without 
touching or moving another. If he touches, he forfeits his turn. 

15. Pony. In an open space in the room place the balance beam with one 
end up in a pupil's chair, and the other on the floor. Children run, trot, and 
gallop like ponies, jumping over this beam when they come to it. The 
slanting position makes it possible for each child to jump and clear the beam 
easily. 

16. Jack-in-the-Box. Children standing. Teacher's arm held up as 
the box cover. She lowers it, and all stoop low between desks. She lifts 
it suddenly, and all spring up. 

Races. 

1. Relay. Players in equal groups behind each other. No. 1 runs to a 
given point; comes back and tags the hand of No. 2; then goes to end of line. 
No. 2 tags goal, returns and tags No. 3's hand, and runs to end of line 
behind No. 1. This continues until No. 1 is back in place. Wherever No. 1 
is in place first, that row wins. 

Variations. Players may hop, skip, fly, walk stiff-legged, or even walk 
on "all fours." 

Use erasers, chalk, potatoes, dumb-bells, clothespins, or other objects 
placed a few feet apart, and an equal number before each row. No. 1 must 
put first one, then another and so on, one by one, into a box, which is on the 
goal. Returning he must tag No. 2 who runs and replaces objects from 
box, one by one. No. 3 returns them to the box and so on, until No. 1 is 
back in place. 

Chop Sticks Relay. Player must carry a ball between two sticks. If he 
drops the ball, he must pick it up, thus delaying his team. 

2. Chariot Race. Have two groups of four boys each, who lock arms 
and imitate horses. Have a driver for each group. He holds the reins 
which are around the four. Place two boxes about twenty-five feet away. 
Horses must run around these boxes. 

Tag Games. 

1. Hand Tag. Players in circle raise hands, turning palms upward. 
"It" tries to tag some hand while those in circle lower it when "it" ap- 
proaches. One tagged must be "it." 

2. Double Tag. Players in couples, having one couple "it." Do not 
separate couples. Tag only couples. 

3. Shadow Tag. "It" steps on the shadow of someone, who is then 
"it." 

4. Squat Tag. Anyone not in a squatting position will be "it," if tagged. 

5. Token Tag. Players in seats; hands behind backs. "It" runs 
around and places a token in someone's hands. The receiver runs after 
"it" and tries to catch him before he reaches the vacant seat. 

6. Fox and Cheese. Players in line with arms held tightly around 



22 THE BOSTON WAY. 

the waist of the one in front. First child holds arms out straight and 
swings around. Fox tries to tag child on the end. 

7. Beater Goes Round. Players in circle; hands behind. Beater goes 
around with a stiff piece of cloth and hits someone's hands. One hit runs 
after him, trying to catch him before he reaches the vacant place. 

8. Boston. Players in circle; "it" in center. Boys are numbered odd 
and girls even. "It" calls an odd and an even number. These change 
places while "it" tries to tag one. "It" sometimes calls, "Boston," and 
all change. 

9. Three Deep. Players in a double circle — "two deep." There are 
one player who is "it" and an extra child. The extra runs in front of a 
"two," making "three deep." "It" tries to tag the end or back one of this 
group of three, but this back one immediately runs to the front of another 
group, making three there. The back one in this group runs to the front 
of another, and so on. If tagged as the third one in the third group, player 
must be "it." Avoid being the third one in a group. 

Bibliography. 

Games for Playground, Home, School and Gymnasium. Compiled by 
Jessie H. Bancroft. Published by MacMillan Co., N. Y 

Games and Exercises for Mental Defectives. Hilda A. Wrightson. 
Published by Caustic-Claflin Co. 

One Hundred and Fifty Gymnastic Games. Published by G. A. Ellis, 
Waver ley. 

A Provisional Course in Physical Education for Elementary Schools. 
Boston Printing Department, 1909-1910. 

One Hundred and Fifty Gymnastic Games. Compiled by the following 
members of the Alumni of Boston Normal School of Gymnastics: Ethel 
Perrin, '92; Elizabeth H. Gordon, '91; Elizabeth Wright; Catharine L. 
Bigelow, '97; Edith T. Sears, '98; Mary J. Seely, '99. 



FOLK DANCING. 23 



FOLK DANCING. 



"The dance seems to fulfill every requisite of an ideal exercise — the 
practical use of all the muscles, the acme of pleasurable emotion, and the 
satisfaction of the esthetic sense." 

I. Introduction. 

Folk dances are the ideal natural exercise, combining body control with 
a spirit of fun and good fellowship. In many schools they are taking the 
place of formal gymnastics. They are valuable in that they make for the 
development of a child morally, socially and physically, resulting in deeper 
concentration, interest, confidence, self expression, play of the social in- 
stincts of courtesy and grace, skill, endurance, alertness, and the subordina- 
tion of the individual to the co-operation of the group. These dances are 
often correlated with the literature. 

Fairy Tales: "Shoemaker" and "Hansel and Gretel" Dances. 

Poetry: "Snowstorm," "The Swing. " 

Mother Goose: "Hey Diddle Diddle, " "Jack and Jill." 

Mythology: "May Dances" (Druid and Roman customs). 

Traditional: "King of France." 

Arabian Nights: "Away to India." 

In folk dances are expressed the feelings of a people, as in the war dances 
of the Indians; seasons and weather; birth, marriage and death; greeting 
and farewell; rejoicing and mourning; trades and occupations. We recom- 
mend these dances chiefly for their simplicity of comprehension and execu- 
tion, their physiological value in bringing most of the larger muscles into 
play, and their general character of moral and social uplift. The rhythms 
may suggest others — dependent on the seasons, history, geography or 
language lessons, or the several holidays during the year. 

II. Suggestions. 

Ability to dance gracefully comes only through regular and patient 
muscle training and development. 

Pupils must not expect to plunge at once into some difficult co-ordination. 

Where music is used choose good selections with marked rhythm and 
appropriate to dances taught. -If teachers do not play, a victrola may be 
used with a great variety of suitable records. 

III. Preliminary Work. 
a. In ring — to music. 

1 . Teach group to walk — placing ball of foot on floor before heel. 

2. Teach group to march. 

3. Teach group to run — heels off floor entirely. 

4. Teach group to skip. 

5. Teach group to side gallop and forward gallop. 

6. Teach group stamping — left, right, left. 



24 THE BOSTON WAY. 

7. Work for lightness on toes — idea of feathers. 

8. Begin work on time and place for bows (for the boys) and 

curtsies (for the girls); shaking hands; turning around in 
place, etc. 
b. Rhythmical exercises — for balance and keeping time to music — 
especially good for undeveloped children. 

1. Distinguish between different rhythms — waltz, two-step, 

polka, schottische — by clapping. 

2. Raise arms forward, upward, pause, lower. 

3. Sway body and move arms. 

4. Simple foot pointings with arm and trunk motions. 

5. Imitate movements of birds, butterflies. 

6. Do various movements used in dances; fan movements of 

Japanese dance; pulling movements of Shoemaker dance; 
jumping movements of Indian dance, etc. 

7. Suggestive rhythms — good for class groups: 

The Rocking Horse. One foot in front; rock forward and 
back holding reins in hands. Waltz music. 

The Fairies. Run lightly, arms moving gracefully for 
wings ; flit in and out ; gather in small circles. Waltz or 
6/8 rhythm. 

The Dwarfs. Eccentric positions of children, each present- 
ing his own idea of a dwarf, all "scrunched up" and hob- 
bling around in time to eccentric music. 

Dolls in Arms. (Make believe.) Rock in time to singing 
of lullaby "Sweet and Low." 

The Swing. Partners join hands and swing in time to 
music of any swing song — one movement to each 
measure. 

Ringing Christmas Bells. Ring big bell in the belfry, using 
both arms and swaying body forward and backward with 
rope movement. Waltz time (f). 

Galloping Ponies. Hold reins tightly and gallop. 

Train on Track. Imitate train — fast or slow movements 
follwing music played. 

Formal rhythm work with wands, bounding-balls, dumb-bells, 
etc., may be done with music. (See Physical Exercises.) 
National Rhythm Work: 

Indians paddling canoes. 

Dutch children clattering along in wooden shoes. 

Italians playing hurdy-gurdy. 

Japanese in tea garden running with short steps. 

IV. Teaching Simple Steps. 

1. Schottische step. 

Step (right), together, step (right) and hop (on right). 

2. Polka step. 

Heel, toe, left, right, left, or slide, slide, step, step, step. 

3. Change-step. 

(1) Step forward with left foot; (2) right foot brought up to left; 
(3) a short step with left foot. 



FOLK DANCING. 



25 



V. Singing and Ring Dance Games. 
(See any books mentioned in Bibliography.) 
Mari R. Hofer's "Children's Singing Games" is especially helpful. 

1. Oats, Peas, Beans, etc. 

2. Away to India. 

3. Looby Loo. 

4. Peas Porridge Hot. 

5. King of France. 

VI. Folk Dances. 
The following list is one which has been used successfully with Special 



Class children: 

How Do You Do, My Partner? 
Chimes of Dunkirk. 
Danish Dance of Greeting. 
Hey Diddle Diddle. 
Children's Polka. 
Shoemaker's Dance. 
I See You. 
The Carrousel. 
German Clap Dance. 
Hansel and Gretel Dance. 
Pixie Polka. 
Reap the Flax. 

English dances, including: 
Black Nag. 
Gathering Peas Pods. 
Row Well, Ye Mariners. 
We Won't Go Home Till Morning. 



Swedish Ring Dance. 

Ace of Diamonds. 

Hopp Mor Annika — Japanese 

Dance. 
Sailor's Hornpipe — Rose Drill. 
Highland Fling — Flag Dance. 
Norwegian Mountain March. 
Minuet — Indian Dances (boys) 

Schubogar. 
Irish Jig and Irish Lilt. 
Csardas. 
Shean Trews. 



Butterfly. 
Sellinger's Round. 
Jennie Pluck Pears. 
Pop Goes the Weasel. 



VII. Social Dances. 
Social dancing has its place and should not be allowed in playgrounds, 
school-yards or streets. We follow this line with girls — especially those 
who frequent or live near dance-halls, and who may have a wrong impression 
of social dancing. 



Waltz. 

One-step. 

Two-step. 

Fox Trot, 

Hesitation (many figures). 



Polka. 
Caprice. 
Duchess. 
Virginia Reel. 
Quadrille. 



VIII. Suggestive Type Lessons. 
Dance of the Brownies. For small children. 
Music: "Dance of the Brownies" — Oliver Ditson Co. 

1. Couples join inside hands. Polka forward (heel, toe, step, step, step) 
four times, beginning with outside foot. Finish by facing partner. 

2. Take half-stooping (or squatting) position. Clap hands once on 
knees; then once together; then high above heads three times, maintaining 
strict rhythmical 1, 2, 1 2 3. Dance this figure twice. 



26 THE BOSTON WAY. 

3. Rise to position and still facing partner, join both hands. Polka to 
the right (glide, glide, step, step, step). 

4. Repeat to the left. Then resume position as in (1) and repeat the 
dance. 

Indian Dance. For boys. 

Music: Any Indian war-dance as given in moving picture music folios. 

1. Formation in circle. 

2. First Figure. Indians enter galloping on ponies and at pause in 
music, tie ponies under trees. Form in circle. Step around circle once 
(skipping step) lifting the knee high and swaying body forward and back. 
Step around in opposite direction as above. Rest eight counts, perfectly 
still, head thrown back and eyes gazing upward, arms folded. 

3. Second Figure. In circle, seated cross-legged on floor facing center 
of circle. In time to music (very slowly and impressively) lift arms high 
and look up, hold four counts, bend bodies forward and bring arms slowly 
downward, then hold four counts. Continue through sixteen counts, then 
rest eight counts and rise quickly to standing position. 

4. Third Figure. Short side steps, still in circle, around once. At every 
eighth count (or during suitable measures in music), raise hands to mouth 
and give vent to one Indian war-whoop " whoo-oo-oo ! " 

5. Fourth Figure. Stand in place sixteen counts, with right hand shad- 
ing eyes, peering through forest and crouching down to ground now and 
then, each child giving his own idea of Indian scout-work. Repeat the 
dance and continue throughout series until music is finished, upon which 
all Indians mount ponies and gallop off quickly. Indian suits and feather 
head-dress make this dance a most effective one for boys, either large or 
small. 

IX. Lafayette Schottische (For big girls) . 
Music: " Gondolier i" by Nevins. 

1. Join hands as for skating, that is, crossed in front. Schottische 
forward right. Schottische forward left. Step and hop four times (right, 
left, right, left). 

2. Repeat (1) until third "step and hop" is executed, upon which turn 
and face partner, hands on hips. 

3. Still facing partner, schottische sideways to right; schottische side- 
ways to left. Then glide one step to right and bow; one step to left and 
bow, ("right bow," "left bow"). Pirouette right in place, arms extended 
("turn yourself around"). 

4. Repeat (3) only using opposite directions for the same movements. 

5. Repeat (1) and (2). 

6. Turn back to partner and run forward (three running steps and 
balance) once. Repeat same, moving backward. Turn and join left 
hands. Step hop four times around partner. Repeat this figure, joining 
right hands. Repeat the dance until music is used up, then skip off the 
field. 

X. Bibliography. 

Title. Author. Publisher. 

"The Healthful Art of Luther H. Gulick, Doubleday, Page & Co., 

Dancing" M.D. New York 

"The Folk Dance Book" C. Ward-Crampton, A. S. Barnes Co., New 

M.D. Jersey 



FOLK DANCING. 



27 



Title. 
"Folk Dances for Young 

People" 
" Dances, Drills and 

Story-Plays" 
"The Festival Book" 

"Children's Singing 
Games" 

"Popular Games and 
Dances for Little Chil- 
dren" 

"Dance Songs of the 
Nations" 

"Dancing" 

"Folk Dances" 
"Folk Dances and 

Games" 
"Gymnastic Dancing" 

"Indian Dances" 

"The Morris Book" 

"Morris Dances" 

"Old Danish Folk 

Dances" 
"Old Familiar Dances 

with Figures" 
"Old Swedish Folk 

Dances" 
"Singing Games" 

"Song Plays" 

"Folk Dances" 

"Nursery Rhymes" 



Author. Publisher. 

Cecilia Van Cleve Milton Bradley Co., 

Springfield, Mass. 
Nina B. Lamkin T. S. Denison & Co., 

Chicago 
Jennette E. C. A. S. Barnes Co., New 

Lincoln York 

Mari R. Hofer A. Flanagan Co., Chicago 

Mari R. Hofer A. Flanagan Co., Chicago 



Oscar Duryea 

Mrs. Lily Grove 

Elizabeth Burchenal 
Caroline Crawford 

Mary Wood Hinman 



Cecil Sharp and 

H. C. Macllwaine 
John Graham 

Hanson & 

Goldsmith 
C. Gott 



M. C. Gillington 

Jakob Bolin 

Mrs. James J. Stor- 

row 
Miss Harrington 



Oscar Duryea, 200 W. 

72nd St., New York 
Longmans, Green & Co., 

New York 
G. Schirmer, New York 
A. S. Barnes Co., New 

York 
Mary Wood Hinman, 

Chicago 
Thomas Charles Co., New 

York 
Novello & Co., New York 

J. Curwen & Sons, W. 

London, England. 
G. E. Stechert & Co., New 

York 
Oliver Ditson, Boston 

Nils Bergquist, Staten 
Island, New York 

J. Curwen & Sons, W. 
London, England 

Jakob Bolin, 645 Madison 
A v., New York 



28 THE BOSTON WAY. 



MUSIC. 



Aim. 
To make the children musical. 
To develop their sense of rhythm and pitch. 

To secure a pleasing singing tone, sweet and full, not harsh and loud. 
(This requires drill and practice.) 
To develop a taste for the best music. 

Suggestions. 

For more advanced pupils the beginnings of notation and of sight read- 
ing are very desirable. 

Part singing is a means of developing harmony and leads toward con- 
cert singing. It has been used in Special Classes with considerable success. 

Use piano and graphophone for rhythmic work. 

Song Material. 
A suggestive list of books and songs is given in the bibliography. 

Method. 

Give brief vocal exercises for good tone production — short exercises for 
the softening of the voice, emphasizing various degrees of tone. 

Give much rhythmic drill — the beating of time to music, clapping, 
marching, etc. When clapping is used the children should emphasize the 
first beat in each measure. (See Rhythm under Physical Exercises.) 

Teach songs by rote. After a very brief introduction to arouse interest 
and give the setting or the feeling of a new song, present both words and 
music, singing through one stanza. After this sing one phrase only and 
teach the children that phrase, then a second and so on, using the words 
until the music is memorized. Then give drill on the words alone if needed. 
Proceed in the same way with other stanzas. 

Give special attention to children whose sense of pitch and time is defec- 
tive. Allow them to sing with the others, at times asking them to listen 
and then try again. 

Bibliography. 

The Congdon Music Primer. C. H. Congdon, New York. 

The One Hundred and One Best Songs. Published by The Cable Co., 
Cable Bldg., Chicago. 

Songs and Games for Little Ones. Jenks. 

The Songs of Father Goose. Geo. M. Hill Co., Chicago and New York. 

Fifty Songs for Rote Singing. Davison and Surette. 

Art Song Cycles (Books I and II). Published by Otto Miessner, Silver, 
Burdett & Co. 

Songs of Happiness. Words by Carolyn Bailej', music by Mary Behr- 
mann. Published by Milton Bradley Co. 

(Especially valuable, as talking machine records of these songs may be 
obtained. > 



READING. 29 



READING. 



Aim. 
Intelligent interpretation of the printed page. 
Pleasure in reading. 
Knowledge of the technic of reading. 
Correct habits of study and recitation. 

Means. 

Experiences, social life, familiarity with poems, pictures, songs, and 
nature, reproduction and dramatization to form a foundation upon which 
reading may be built. 

Study of phonics. 

Word study. 

Phrase recognition. 

Exercises to gain distinct enunciation. 

Exercises to gain good expression. 

Aids to Good Reading — Oral or Silent. 

Reproduction. 

Dramatization. 

Picture study preparatory to reading the text. 

Stories and poems read and told by the teacher. 

Supplementary reading by the pupil. 

Thought at first should be the essential requirement; technic, subordi- 
nate. It should be gained by conversation with the teacher, her questions, 
a rhyme, or a story. As time advances, technic calls for greater considera- 
tion. 

Phonics. 

The study of phonics may begin with the first lessons in reading or after 
the first primer has been read. The second plan furnishes the child with a 
fund of sight words upon which are based many other words of his reading 
vocabulary. A study of the consonants, then of the short and long vowels 
opens the work in phonics. Phonograms require early attention, for they 
are the keys to the analysis of the larger number of words the child is to 
meet in reading. 

There are many ways of teaching phonics. The Aldine Method is very 
well planned and clearly explained in the teacher's manual, "Learning to 
Read." The Gordon Method is excellent and accompanied by useful 
cards and charts. Another very attractive and complete method is the 
"See and Say Series." The latter carries the child through the first four 
grades with material that builds a firm foundation for the reading and 
spelling for these and the following grades. 

In teaching phonics the child must be taught the value and the purpose 
of the subject. This may be done by formal explanations, by ear training 



30 THE BOSTON WAY. 

exercises, and by applying phonetic principles studied, in discovering words 
independently. 

Rhyming and matching sounds aid ear training. Vocal training follows 
ear training. The drills in phonics should consist almost invariably of 
individual recitations, as concert work covers many habits of careless 
pronunciation. Good articulation and independent power to call new 
words are the ends gained by a logical study of phonics. 

The following is a plan which may be followed after the consonants, 
short and long vowels and their equivalents, have been learned. Study 
simple words that are short vowels followed by one consonant. Examples : 
"on," "it,'' "at." Short vowels followed by and preceded by one con- 
sonant. Examples: "sad," "hat," "can." Short vowels followed by 
two and preceded by one consonant. Examples: "hand," "mill," "doll." 
Short vowels followed by a one consonant blend. Examples: "lash," 
"wish," "gasp." Short vowels preceded by a two or three consonant 
blend. Examples: "glad," "scrub," "thrill." Words having long vowels. 
Study the use of the final "e" (changing short to long vowels) "cap," 
"cape," "can," "cane." Equivalents of long vowels. Examples: "oa, " 
"ue," "ea." Digraphs. Examples: "oi," "oy." Suffixes "less," "es," 
"est" "ion," "ous, " "ly, " "ness." The following phonograms require 
constant drill. 



ou 


alk 


eu 


ar 


shr 


ow 


th 


er 


aw 


scr 


oi 


wh 


ir 


augh 


spl 


oy 


ch 


or 


ough 




au 


ew 


ur 


thr 





The consonants are first taught in a short interesting story. The pupils 
reproduce the simple story thus giving back the sound. A variety of drills 
and games aid in memorizing. Many of the devices for word drill may be 
well adapted to the phonic drills and vice versa. Drills should be given 
daily. In case of letters having more than one sound (g hard and soft) 
teach first exclusively that which will occur most frequently in the child's 
reading. 

Phonic Devices. 

Print and write a sound-symbol on a four-inch square. On the back have 
the key to the sound. If the children have learned that "m" is the first 
sound of moon (as in the See and Say Series) have a picture of the moon on 
the back of the square. When a child finds it difficult to remember the 
sound, show him the picture of the moon. 

Arrange phonic cards (Gordon's) along the blackboard ledge. Have a 
child pick out "s" or "e" and hold the card as a reward. 

Have the printed capital and small letter on one side of a card and the 
script form on the other side, that the teacher may turn to either form when 
there is difficulty. 

Have each child whisper the sound in the teacher's ear as he reads it 
from a card, that the teacher may correct any errors of pronunciation. 

Hold the cards in plain sight, sound-symbol facing the class. Take 
cards rapidly, one at a time from the pack, and hold for an instant at the 
right of the pack, that every pupil may prepare an answer; when the card 
is placed quickly on the front of the pack, all sound together. One chosen 
child may answer or different children. 



READING. 31 

All drills should be rapid and snappy, that the result may be automatic. 

Say to the group, "I am thinking of the first sound in moon. What is it?" 

Say to the group, "I am thinking of a sound at the beginning of one of 
today's new words. What do you think it is?" 

Let a child act as teacher, having individual children name the sounds 
as he holds the cards before them. 

Ask children to make from a given paragraph, a list of words which 
begin with the "new" sound, end with it, contain it. 

With alphabet tablets have children make lists of simple sounds and 
phonograms they know. 

Let children tell a number of words beginning with a given sound, write 
them on the board, and have each child pronounce the words. 

Ask the pupils to tell all the sounds they have learned. The teacher 
writes them on the board. Put in lists in order of number of letters they 
require. Examples: "b," "g," "h," "cl," "fr," "sc," "str," "thr," 
"spl, " etc. This drill aids in ear training and eye training. 

Sound a list of words having the children spell the first letter, (r oom) 
the first two letters, (sm all) the first three letters, (scr atch),etc. Have 
them spell the final letter (ca t); the last two letters (warm er); the last 
three (look ing). 

Draw outlines of houses on the board — one for each child in the group; 
put sound or "family" name on the door. Children write words belonging 
to that family, as "names of the children inside." Examples: "ar" family 
with "star," "scar, " etc., for the children's names. 

From a row of phonic cards on the blackboard ledge child selects cards 
to place in front of families written on the board. 

From a pack of phonic cards let a child select sounds, which, when put 
together, will make a variety of words. 

Let pupils make as many familiar words as possible out of several sounds 
including phonograms, written on the board. 

Give each child a white card on which is printed or written the required 
number of sounds and phonograms. Let them take the cards home to 
mother to recite them to her. This is an opportunity for the children to 
get pleasant drill at home. Enlarge the list as new sounds are learned. 

Methods of Teaching Reading. 

There are many excellent methods of teaching reading; each has its 
particular advantages. It is best to select that which each method offers 
to meet a particular difficulty or need. It is helpful to follow somewhat 
the order of some popular primer because the primer guides the teacher in 
the selection of words. It also paves the way for the reading from books. 

Select new words as they appear in the primer you intend to use. As 
soon as seventy-five words have been mastered, begin to read from books. 
Be sure to have the unfamiliar words studied long before you take up a 
reading lesson from the books. Also have a definite preparation to over- 
come the obstacles of the lesson, that the reading may be as unconscious as 
possible. 

Aids to Good Reading. 

To help children keep their places in reading, have each child read one 
word, one line, or, until he comes to some mark of punctuation. Frequent 



32 THE BOSTON WAY. 

drills of this sort bring the class to more careful attention to the reading 
matter. 

One child reads a paragraph and another asks him a question to get one 
idea or the central thought from the paragraph. 

Children illustrate a paragraph or a story by original or copied drawings. 

Write sentences contained in day's lesson on slips of paper. Let different 
children read their slips and then exchange. Another time let a child keep 
as many as he earns by reading. 

Before oral reading have a silent study of the sentence or paragraph to 
be read, unless the lesson is for sight reading alone. In time the children 
can give the sentences from memory and gain expression. 

Ask for an account of the story at the end of the lesson. Bring out the 
more difficult words just learned and try to use them as well as to have the 
child use the words in his seat work. 

Read certain paragraphs that children may imitate you for expression. 

Observe rules of hygiene to keep pupils alert. 

Let a child who has been reading stop abruptly and call another. 

Have several children read the same paragraph to see who makes the 
fewest mistakes. 

Let all the boys read a sentence together — all the girls. 

Mount interesting clippings, poems or stories on cards and let the pupils 
read these as an incentive. 

Occasionally allow the best readers to correct the poorer ones. 

Let the good readers give individual help to the poorer ones in the dressing 
room. The benefit is mutual. 

Have children copy a story they like from their readers. 

To have children read until they fail aids in careful reading. 

Those who persistently lose their places in reading benefit by cardboard 
slips which they place under each sentence as it is studied. 

On a card have a picture of a scene, an animal or other object. Write 
a simple interesting story below. The attractive picture with the accom- 
panying story gains attention from the pupils. ' 

Dramatic readers are very helpful. 

Frequent drills on selections chosen for oral expression are valuable. 

The quick child enjoys the greater freedom of silent reading while the 
slower child enjoys the privilege of such reading. The ethical gain in silent 
reading must not be overlooked, for order and quiet are fine habits to acquire 

Word Study. 

1. Easy recognition of words composed of simple phonetic elements. 

2. Discovery of new words by applying phonetic principles. 

3. Common though difficult sight words. 

4. Regular drills on common difficult words miscalled in reading. 
Words often miscalled: 

saw — was ever — never — even 

of — off, for — from ever — every — very 

that — what how — now 

this — that these — them 

you — your they — there 

who — whom they — then 

says— said then — when 



READING. 33 

on — no then — them 

come — came heard — hard 

but — put to — at 

who — how run — ran 

so — as 

Devices for Word Study. 

Draw a ladder and on each rung write a word. Let children climb the 
ladder. Have two race with pointers to see who climbs to the top first. 
A failure means a fall and being out of the race. 

Draw kittens sitting on a fence with words written on the backs of each. 
Pupils rub off the kittens as they read the word. Do the same with fishes 
in a stream. Tents may be drawn with the new or difficult words written 
on them. The children name the "Indians" (words) inside. 

Make a picture of a railroad track and as many little stations as there 
are words. Write the words on the stations and choose conductors to call 
the stations. 

Draw a chestnut tree with chestnuts falling and on the ground, and have 
different children gather the nuts by erasing them. Each chestnut bears a 
word. 

Draw a burning building showing the ladders the firemen have placed 
to rescue the people — write words upon the ladders and have the children 
climb the ladders to rescue the people. The words may be written on the 
house instead. 

Place word cards in a circle on the floor, a word for each child ; have the 
children march around the circle; at a given signal the children stand and 
read the words in front of them. 

Play going to a fair. The child must ride on the merry-go-round (words 
written in a circle), buy an ice cream cone, and he must have a pretty 
balloon to take home. These and any other objects added may bear words. 

Cut fruit from paper and after writing a word on each piece, select a child 
to sell them. 

For difficult sight words the following is especially helpful. Give a red 
card to those children who have mastered a certain number of words. 
Give a white card when another set has been learned. To those who know 
the required number, give the final honor — a blue card. 

A list of words (perhaps twenty-five) is on the board. "A" closes his 
eyes while "B" points to a word. When "A" opens his eyes he asks, 
"Is it mamma?" The children of the group or "B" answer, "No, it is 
not mamma." Or, "Yes, it is mamma." When "A" guesses correctly 
he takes "B's" place. 

Have a set of pictures which have been used in teaching difficult or new 
words. Give out the pictures and ask the pupils to place them under the 
words they represent. 

On a good-sized card print all familiar words in squares. Place small 
squares containing one word, each on top of a similar word on the large 
square. 

Ask a group of children to read the first sentence or paragraph of the 
day's lesson and write the difficult words on paper. Write the words in 
ists on the board and see how many the rest of the group know. 
3 



34 • THE BOSTON WAY. 

Have the children read the words from the board as in a spelling match; 
he who fails sits down or goes to the end of the line. 

On a strip of paper several yards long and a foot wide print words six 
inches apart. Pass the strip behind a frame and ask pupils to name the 
words as they come into view. 

Children make the words at their seats with the alphabet tablets and 
put them into sentences they originate. 

Give each child on a piece of paper a difficult word as his own. At 
times when these words become obstacles in the reading period, let "John" 
tell his own word, or "Ruth" hers. 

Let children take supplementary readers and make lists of familiar 
words they find. Use them in simple sentences. 

Be careful not to use childish devices for the children who, though know- 
ing very few words, yet are older in years and dislike to be treated as little 
children. The following may help such pupils: 

Keep a chart on which to paste "hard" words found at home, each 
word belonging to the pupil who brought and told it. 

Allow two children, one having a red crayon, the other blue, to study 
together the morning paper underlining words they know or searching for a 
given word of current interest (Boston, navy, flag). 

Phrase Recognition. 

The drills on unfamiliar phrases should aim to gain quick association of 
form and sound, and quick interpretation of meaning. The drills should 
be attractive, interesting, and have a definite purpose. 

The following phrases require constant drill. Use many of the devices 
of word drill. 

there are — is of course 

there was — were once upon a time 

as long as as well as 

they are — were at last 

how many 

Picture Study. 

Aim: To aid the pupil in interpreting the text. 

To satisfy the child's natural interest in pictures. 

To stimulate the child that he may wish to read the text. 

To overcome ''losing the place" in a lesson because of attention being 
drawn from the text to the unstudied picture. 

To appeal to the imagination and aid in reproduction. The teacher at 
first must guide the pupil's interpretation of the picture from the recitation 
of isolated details to the intelligent correlation of the details of the picture 
with the central thought. 

Silent Reading. 
Silent reading should occupy at least one hour a week. There should 
be definite periods for it as well as brief moments of such reading during 
each lesson. Unless this period be for pleasure alone, the amount of reading 
should be no more than one paragraph at a time until sufficient practice 
has made it easy for the child to interpret a complete page. The teacher 
should aim to bring out the central idea of the subject matter by her guiding 
questions or suggestion. 



READING. 35 

Write commands or requests on the board or give out cards bearing 
the same. The children read silently and obey. 

Oral Reading. 
Oral reading calls for an intelligent interpretation of the subject matter, 
clear enunciation and distinct articulation. Vital parts of the story should 
be read by the best readers in order that the interest may guide the children 
to appreciate the main thought of the lesson. 

Reproduction. 
A reproduction of the central thought in a lesson may be procured by 
informal conversation between the teacher and the class or b} r formal topics. 
There should be definite periods for this part of the reading, as it is one of the 
best aids to good reading. 

Dramatization. 

Dramatization is not mere play, but it is an important factor in the 
teaching of reading, because it is agreeable and healthful as an exercise of 
the mind and body. 

It is complete, realistic reading. 

It is natural to children, but requires thoughtful preparation. 

It calls for tactful help and suggestion from the teacher who must lose 
herself and become one of the players as she shares her enthusiasm in the 
dramatizing. 

Its advantages are: it enables the child to feel as well as to understand 
the words and ideas he gains in the reading; it prepares the child to read the 
text with expression. 

It should not be carried on or presented as a finished product. Such 
would spoil the entire spirit of the helpful play, and would shut out the 
retiring child. 

Very simple type lesson. Children playing Peek-a-boo. One child 
hides behind desk. Others come and stand on tiptoe to look over the desk 
or peep around the end of it and call "Peek-a-boo, I see you," "Where are 
you, Fred? Oh I see you. Peek-a-boo." Again they play as with a tiny 
brother or sister at home, covering their playmate's face with a large 
handkerchief, pulling it off suddenly and calling "Peek-a-boo." The 
other child replies "I see you." Peek through window or glass door if 
convenient. The reading lesson would then consist of the above calls and 
questions and might bring in the names of several of the children. 

Supplementary Reading. 

The use of supplementary primers or readers aids silent reading greatly. 
A library collection suitable for the class should be in every schoolroom to 
be used at regular periods or at odd moments when a child has finished his 
work before the others. Such reading does a great deal toward cultivating 
a love for books. 

Suggestions. 

Teachers should remember that some children learn to read just by 
reading; some learn after words have been told them repeatedly; and there 
are a rare few who actually never master reading. A teacher should never 



36 THE BOSTON WAY. 

give up a child as being unable to read until she has used every device and 
method she knows with resulting failure. "Much easy reading makes read- 
ing easy." 

Those children who fail to become readers find great comfort and pleasure 
in looking at picture books with large print. Some such children are able 
to pick out a word here and a word there enough to make up a story for 
themselves. The teacher should do her part toward helping by providing 
an interesting collection of picture books. 

Especially Good Readers and Sets for Grades I, II, III. 
Progressive Road to Reading. Silver Burdett & Co. 
Story Hour Readers. Coe and Christie. 
Free and Treadwell. Row, Peterson and Co. 
Tommy Tinker's Book. 
Merry Animal Tales. 
Cherry Tree Children. 
Wide Awake. 
Buckwalter Third. 
Robert Louis Stevenson. 
Twilight Town. 
The Art Literature Series. 

To Read for Pleasure. 
Pilgrim Stories. Pumphrey. 
Tables from Afar. Bryce. 
Tales of the Ancient Hebrews. Herbet. 
Jack the Giant Killer. Lang. 
The First Book of Stories. Coe. 
For the Children's Hour. Bailey. 
The Strange Adventures of Billy Trill. Cheevin. 
English Fairy Tales. Jacobs. 
The Wide World. Lane. 

Heart of Oak Books (Book III). Chas. E. Norton. 
East o' the Sun and West o' the Moon. G. Thomsen. 
A History Reader for Elementary Schools. L. L. W. Wilson. 
Fables and Folk Stories. Horace Scudder. 
Chinese Fables and Folk 'Stories. Davis & Chow Leung. 
Cinderella. Lang. 



SPELLING. 37 



SPELLING. 



It is best to follow in the main the authorized list provided for the regular 
grades, making such additions as are demanded by the individual class. 
Names of tools and materials used are of special interest. 

In teaching very young children the object or action should be associated 
with every new word. 

The best results are obtained by having the children work at the black- 
board. 

For study and drill: 
Copy. 

Spell each word a given number of times. 
Write words in the air with finger. 
Trace words on the desk with finger. 

Erase from a list one word at a time and spell the missing word. 
Erase all the words of a list and rewrite the list as completely as 

possible. 
Guess a word from the studied list. "I am thinking of a word. 

Guess." "Is it f-o-u-r?" 
One of a class of objects. "Guess which tool I was using." "Was 
it the p-1-a-n-e? " " I have a new hair ribbon. Guess the color." 
"Is it b-l-u-e?" 
A word acted by some child. Others guess by spelling as above. 
Make words with letters. 
Use given words in sentences. 
First and last letters of words on the board. Children fill in missing 

letters, as B .... n, for Boston. 
Contest. Race with cut letters, — to complete a given fist in the 

shortest time, — to make the most words in a given time. 
Two lists on the board, words the same, order not the same. Two 
children race with pointers to find words pronounced or spelled by 
the teacher. 
Lists on cardboard strips on the desks. Children race to cover with 

pegs the words given by the teacher. 
Fill blanks in sentences. 
Spelling match. 



38 THE BOSTON WAY. 



LANGUAGE. 



Language is a deep-rooted desire of the human heart and is its greatest 
means of expression. 

In teaching little children, oral language is by far the most important 
form, and the small class offers a special opportunity in this work. With 
forty it is much less easy to encourage spontaneity and repress garrulous- 
ness than with half that number. Conversation with the teacher on sub- 
jects entertaining to the child, and as often as possible introduced by him, 
offers the best possible occasion for teaching oral language. 

Effort should be made to cultivate an agreeable quality of voice. The 
ordinary schoolroom routine such as politeness, given forms of questions 
and answers, and formulae used in lessons, gives opportunities for such 
teaching. 

Memorized selections and stories read to the pupils help to increase the 
vocabulary and fix correct expressions. Stories used by teacher for repro- 
duction are more successful if they contain frequent repetition and a well- 
defined climax. Children do not object to crudity, but they demand 
interest. 

Correction of errors should be reduced to the minimum, especially with 
the very young or young-minded. Imitation is a helpful corrector of 
errors. It is best to have conversation so informal that its purpose as a 
language lesson is completely hidden from the pupil. 

Written language may be argued as unnecessary for the very immature 
child, but it is so much a part of the life with one's fellows and so greatly 
adds to self-respect, that it should be encouraged. As a matter of safety, 
a child should early write his own name and address. 

In teaching composition the blackboard is of great assistance. A sen- 
tence well formed by the pupil orally, and then written in full view of the 
class is doubly fixed in the author's mind and makes some impression on 
the class. In beginning story-writing with immature pupils, remove all 
difficulties possible by previous class work on sentence formation, and by 
having fists of words needed in full view. With many children spelling is 
the greatest stumbling-block in the way of written expression. 

Avoid terms with young children. It is easy enough to teach the few 
forms necessary if we do not require long names with them, e. g., the names 
of kinds of sentence. The teacher must keep before her the desire to teach 
clear, simple, orderly expression and let terms and grammatical forms wait 
till the later intelligence comes to the child's aid. 

Oral Language. 

I. Aims. 

A. Enlargement of thought. 

B. Ready and exact expression. 

C. Increase of vocabulary. 



LANGUAGE. 39 

II. Means. 

A. Informal talks. 

B. Description of pictures and objects. 

Material should be: 

a. Simple. 

b. Interesting. 

c. Well known to narrator. 

C. Narration of experience. 

D. Reproduction of stories. 

E. Free dramatization. 

F. Repetition of selections from memory. 

G. Games containing much vocal repetition. 
H. Polite expressions. 

Written Language. 

I. Aims. 

A. Establishment of correct habits of thought and expression. 

B. Use in after life. 

C. Encouragement of self-respect. 
II. Means. 

A. Correlating with reading and spelling. 

B. Blackboard lessons following oral composition. 

C. Reproduction of stories. 

1. Sentence formation. 

Kinds. 

2. Capitalization and punctuation. 

3. Correction of common errors. 

4. Headings, margins, etc. 

. D. Description of pictures and objects. 

E. Narration of experience. 

F. Letter writing. 

G. Class criticism. 
H. Copying. 

I. Dictation. 
III. Exercises, teaching devices, games. 
A. For comprehension. 

1. Sentences containing blanks to be filled, given to class. 

List of missing words supplied until pupils can do 

without. 
Type: 

(falling, blue, two, dog, ring) 

Mary has a dress. 

A chicken has feet. 

A has four feet. 

Did the teacher the bell? 

The snow is fast. 

2. Picture or subject given class. Words needed to write 

on given subject supplied by pupils and placed on 
blackboard. Require a given number used in 
composition. 



doll 


rides 


pink 


plays 


cheeks 


carriage 


brown 


mamma 


can 


loves 


walk 


sleeps 



40 THE BOSTON WAY. 

Type: 

My Baby, 
good brother 

pretty cries 

sister drinks 

little milk 

never blue 

rattle eyes 

(Must use 15 words) 

3. Set of stiff cards folded in middle. Inside on left paste 

picture — on right, list of suggestive words. Use 
like suggestion above. 

4. Dissected sentences (with or without pictures). 
Type: 

(two, see, basket, I, carrying, can, girls) 
I can see two girls carrying a basket. 
B. For correct expression. 

1 . Sentences containing blanks to be filled with forms often 

confused, e. g., is-are, they-there, good-well, 

them-those, there-their, etc. 
Type: 

(is, are) 

The boys playing marbles. 

Mary and Rose not at school. 

Where my book? 

The buttercups in bloom. 

The bird in the nest. 

the children in the yard? 

2. Set of cards containing expressions often contracted. 

Contractions to be made by pupil. 
Type: 

I can not. (I can't.) 
You are. 
I am. Etc. 

QUOTATIONS. 



"The world is happy, 
The world is wide; 
Kind hearts are beating 
On every side." 

"The grass withereth, the flower fadeth, but the word of our God shall 
stand forever." — The Bible. 

"Dear Lord! kind Lord! 
Gracious Lord! I pray 
Thou wilt look on all I love, 
Tenderly today. 



LANGUAGE. 41 

Weed their hearts from weariness; 

Scatter every care 
Down a wake of angel wings, 

Winnowing the air. 

"Bring unto the sorrowing 
All release from pain; 
Let the lips of laughter 

Overflow again; 
And with all the needy 

O divide, I pray, • 

This vast treasure of content 
That is mine today!" 

— James Whitcomb Riley. 

. "Sixty seconds make one minute, 
How much good can I do in it? 
Sixty minutes make one hour, 
All the good that's in my power. 
Twenty-four hours make one day, 
Time to work and time to play." 

— Selected. 

"It is a good thing to be rich and a good thing to be strong, but it is a 
better thing to be beloved of many friends." — Euripides. 

"Every day is a fresh beginning." 

"Order is Heaven's first law." 

"To be good is to be happy." 

"Honesty is the best policy." 

"All is not gold that glitters." 

Lost: One golden hour. 

"Do your best, your very best, 
And do it every day, 
Little boys and little girls, 
That is the wisest way." 

"Hearts, like doors, will ope with ease 
To very, very little keys; 
And don't forget that two are these, — 
'I thank you, sir,' and 'If you please.' " 

"Good to begin well; better to end well." 

"You can do more by being good than in any other way." 



42 THE BOSTON WAY. 

"To do to others as I would 
That they should do to me, 
Will make me honest, kind and good, 
As children ought to be." 

"Little drops of water, 
Little grains of sand 
Make the mighty ocean 
And the pleasant land." 

"Not how much but how well." 

"He prayeth best who loveth best 
All things both great and small; 
For the dear God who loveth us, 
He made and loveth all." 

"For he who is honest is noble, 
Whatever his fortunes or birth." 

"To think kindly is good, 
To speak kindly is better, 
To act kindly is best." 

"There is nothing so kingly as kindness, 
There is nothing so royal as truth." 

"True worth is in being, not seeming, 
In doing each day that goes by 
Some little good, not in dreaming 
Of great things to do by and by." 

"Early to bed, early to rise 
Makes a man healthy, wealthy and wise." 

"You never know, you cannot guess 
What harm a little lie may do ; 
There's just one way that's safe and sure, 
And that is just be always true." 

"O for the second month of fall! 
Before the year grows sober. 
She decks herself in red and gold, 
And bronze and brown and orange bold, 
With blue and purple, fold on fold — 
The Glory Month— October!" 

"One today is worth two tomorrows." 

"If you have a task to do, 
Never leave it till it's through. 
Be the labor great or small, 
Do it well or not at all." 



LANGUAGE. 43 

"Lo, the winter is past; the rain is over and gone. The flowers appear 
upon the earth; and the time of the singing of birds is come." 

"I pledge allegiance to my flag, and to the republic for which it stands; 
one nation indivisible, with liberty and justice for all." 

"I give my head, my heart and my hand to God and my country, — one 
country, one language, one flag!" 

"Hats off! 
Along the street there comes 

A blare of bugles, a ruffle of drums, 

And loyal hearts are beating high; 
Hats off! 

The flag is passing by!" 

"Little flowers covered deep, 
Nod your heads and go to sleep. 
But in the spring, unclose your eyes 
And give us all a glad surprise." 

"November woods are bare and still; 
November days are clear and bright; 
Each noon burns up the morning's chill; 
The morning's snow is gone by night." 

— Helen Hunt Jackson. 

"Let all our praises ring, 
Thank God for everything! 
That truly is the way 
To keep Thanksgiving Day." 

"March nodded to winter, good-bye, good-bye, 
Off to your home in the South you must fly; 
For have you forgotten that under the snow, 
The wee seeds are waiting, yes, waiting to grow?" 

"Let us help one another, 

The snowflakes said, 
As they cuddled down 

In their fleecy bed. 
One of us here 

Would not be felt, 
One of us here 

Would quickly melt. 
But I'll help you 

And you'll help me, 
And then what a splendid 

Drift we'll be." 

— Selected. 



44 THE BOSTON WAY. 

"Whichever way the wind doth blow 
Some heart is glad to have it so ; 
Then blow it east, or blow it west, 
The wind that blows, that wind is best." 

"Awake," said the sunshine, "'tis time to get up; 
Awake, pretty daisy and sweet buttercup. 
Why, you've been sleeping the whole winter long; 
Hark! Hark! Don't you hear? 'Tis the bluebird's first song." 

"All things bright and beautiful, 
All creatures great and small, 
All things wise and wonderful, — ■ 
The Lord God made them all." 

"Kind hearts are the gardens, 
Kind thoughts are the roots, 
Kind words are the flowers, 
Kind deeds are the fruits." 

"How many deeds of kindness 

A little child may do 
Although it has so little strength, 

And little wisdom, too! 
It wants a loving spirit, 

Much more than strength, to prove 
How many things a child may do 

For others, by its love!" 

"Beautiful hands are those that do 
Things that are noble, and good, and true." 

"All that's good and great is done 
Just by patient trying." 

"Smile! and when you smile another smiles, and soon there's miles and 
miles of smiles, and fife's worth while because you smile!" 

"'Tis a lesson all should heed, 
Try, try again. 
If at first you don't succeed, 
Try, try again." 

"Kind words are little sunbeams 
That sparkle as they fall, 
And loving smiles are sunbeams, 
A light of joy to all." 

"He who thanks but with the lips 
Thanks but in part. 
The full, the true thanksgiving 
Comes from the heart." 



LANGUAGE. 45 

"Here's a motto just your fit — 
Laugh a little bit. 
If you find you're trouble hit, 
Laugh a little bit!" 

Just for Today. 

"Lord, for tomorrow and its needs 

I do not pray. 
Keep me, my God, from stain of sin — 

Just for today. 
Let me both diligently work 

And duly pray. 
Let me be kind in word and deed — 

Just for today. 
Let me no wrong or idle word 

Unthinking say. 
Put thou a seal upon my lips, 

Just for today. 
So, for tomorrow and its needs 

I do not pray; 
But keep me, guide me, love me, Lord — 

Just for today." 

"Father, we thank Thee for parents and friends 
And all thy good gifts thy loving heart sends; 
Gratefully, tenderly, gladly we say, 
Father, we thank Thee today." 

"The world is so full of a number of things, 
I'm sure we should all be as happy as kings." 

"Little gifts are precious, 
If a loving heart 
Helps the busy fingers 
As they do their part." 

"What can I give Him, 
Poor as I am? 
If I were a shepherd 

I would bring a lamb, 
If I were a wise man 

I would do my part, — 
Yet what I can I give Him, 
Give my heart." 

— Christina G. Rossetti. 

"Peace on earth! Good will to men!" 

"The clock's quiet voice says, 'Tick, tick, tick, 
Do what you're told and be quick, quick, quick!' " 



46 THE BOSTON WAY. 

"Lock this up within your heart, 
Neither lose nor lend it: 
Two it takes to make a quarrel, 
One can always end it." 

"Here's a hand to the boy who has courage 
To do what he knows to be right; 
When he falls in the way of temptation, 

He has a hard battle to fight. 
Who strives against self and his comrades 

Will find a most powerful foe; 
All honor to him if he conquers, 

A cheer for the boy who says, 'No!' " 

— Phoebe Cory. 

"To be as great as Washington 
I could not if I would, 
So I have just made up vny mind 
To try to be as good." 

"Be to others kind and true 
As you'd have them be to you." 

"Anything worth doing at all is worth doing well." 

"'Tis easy enough to be pleasant 
When life flows on like a song, 
But the man worth while is the man who will smile 
When everything goes dead wrong." 

"A stitch in time saves nine." 

"Hundreds of stars in the deep, blue sky, 

Hundreds of shells on the shore together, 
Hundreds of birds that go singing by, 

Hundreds of bees in the sunny weather, 
Hundreds of dewdrops to greet the dawn, 

Hundreds of lambs in the purple clover, 
Hundreds of butterflies on the lawn — 

But Only one mother, the wide world over." 

COLLECTIONS OF STORIES FOR CHILDREN. 



Title. Author. 

Anderson's Fairy Tales Edited by Jane H. Stickney 

Andrew Lang's Fairy Books 

Arabella and Araminta Gertrude Smith 

Black Beauty Sewell 

Book of Famous Horses 

Children's Book of Christmas Stories \ and Ada M^SkkTer 



LANGUAGE. 47 

Title. Author. 

Fairy Stories and Fables James Baldwin 

Fifty Famous Stories Retold James Baldwin 

Folklore Stories and Proverbs Sarah E. Wiltse 

Grannie's Wonderful Chair Frances Brown 

Grimm's Fairy Tales Edited by Sarah E. Wiltse 

Heidi Johanna Spyri 

Little Lord Fauntleroy Burnett 

Merry Animal Tales Madge A. Bigham 

Moni, the Goat Boy Johanna Spyri 

More Mother Stories Laura Richards 

Mother Stories Laura Richards 

Old Mother West Wind Thornton W. Burgess 

Pilgrim Stories Margaret B. Pumphrey 

Pinocchio Every Man's Library 

Roggie and Reggie Gertrude Smith 

Stories Children Love Charles Welsh 

Stories of Great Americans for Little Americans .... Edward Egleston 

Tales of Mother Goose Village Madge A. Bigham 

The Counterpane Fairy Katherine Pyle 

The First Jungle Book Rudyard Kipling 

Uncle Remus Joel Chandler Harris 

When Roggie and Reggie Were Five Gertrude Smith 

Wizard of Oz 

Wind and the Willows, The 

POEMS. 



Title. Author. 

America Samuel Smith 

Bed in Summer Robert L. Stevenson 

Come Little Leaves George Cooper 

Daffodils, The William Wordsworth 

Gingham Dog and the Calico Cat, The Eugene Field 

Good Night and Good Morning Lord Houghton 

How the Leaves Came Down Susan Coolidge 

I Knew Him for a Gentleman 

I Love Little Pussy Jane Taylor 

It Isn't Raining Rain Today 

Lamplighter, The Robert L. Stevenson 

Land of Counterpane, The Robert L. Stevenson 

Land of Story Books, The Robert L. Stevenson 

Little Boy Blue Eugene Field 

Lost Doll, The Charles Kingsley 

My Shadow Robert L. Stevenson 

November Alice Cary 

October 

O Little Town of Bethlehem Phillips Brooks 

One, Two, Three H. C. Bunner 

Our Flag (There are many flags) 



48 THE BOSTON WAY. 

Title. Author. 

Owl and the Pussy Cat, The .• Edward Lear 

Sandpiper, The Celia Thaxter 

September Helen Hunt Jackson 

Sweet and Low Tennyson 

Swing, The Robert L. Stevenson 

Thanksgiving Day Lydia Maria Child 

Three Bells, The John G. Whittier 

Village Blacksmith, The Henry W. Longfellow 

Visit from St. Nicholas, A Clement C. Moore 

We Build a Ship Upon the Stairs Robert L. Stevenson 

Where Go the Boats? Robert L. Stevenson 

Why Do Bells of Christmas Ring? Eugene Field 

Wind, The Christina Rossetti 

Wynken, Blynken, and Nod Eugene Field 

Year's at the Spring, The > Robert Browning 

Bibliography. 

Three Years with the Poets Bertha Hazard 

Robert Louis Stevenson Reader Boyce & Spaulding 

Heart of Oak Books Charles Eliot Norton 



PENMANSHIP. 49 



PENMANSHIP. 



Legibility chief object. 

Sandpaper letters or patterns may be first used to gain idea of form by 
feeling. 

Tracing to fix ideas of form and size. 

Following the outlines of letters with meat skewer or pencil. 

Where children have difficulty in learning to write it seems advisable 
to use any method to get results. The rhythm of the Palmer method 
helps some children to gain facility and arouses interest. 

Others respond better to the vertical. 

Good healthful positions should be cultivated, but insistence upon 
certain positions of pen, pencil and paper must be varied somewhat or 
even omitted, according to the individual child. 

Uniformity of movement depends upon the class of children. 

Many classes cannot work well in concert. 

When possible, teach to criticise own work. 

Take and preserve samples of the penmanship of each child every few 
months that improvement may be noted by child and parent as well as 
teacher. 



50 THE BOSTON WAY. 



ARITHMETIC. 



I. Low Group. 

A. Recognition numbers 1 to 20. 

1. Materials: large objects better than small, — splints, skewers, 
toothpicks, button-molds, colored circles, squares and oblongs. 

2. Teach visualizing each number to 10 as a separate unit, numbers 10 
to 20 as made up of 1 ten and a number of units. See Gray's "Number by- 
Development. " 

3. Counting. Steps (one to the left, two to the right, or three forward, 
etc.), stringing beads, ticking of clock, striking piano keys, metronome, 
marching, bouncing balls, bean bags, step tag. Make chairs, tables, etc., 
of a given number of splints or with lines on the board. Count by 1 and 
2 forward and backward. 

B. Number relations; work wholly objective. Allow children to dis- 
cover for themselves. 

1. Four operations: Addition; sum less than 10, sum 10, sum more 
than 10. Subtraction; minuend less than 10, 10, more than 10. Multipli- 
cation. Division exact; with remainder. For drill have large cards with 
question regarding some number fact on one side and answer on the reverse 
side. A child gives the answer and child holding the card verifies or cor- 
rects it. 

2. Number language; larger, smaller, shorter, longer, more, less. 

C. Written expression; of numbers by figures, of facts discovered by 
figures and signs. 

D. Application. 

1. Working with coins; cent, nickel, dime. Working with calendar: 
week and year. 

2. Knowledge of one-half with objects: one-half of one paper, half -full 
tumblers, boxes, etc. 

3. Model store: toy money; given exact price to find article; given 
money to buy article and bring back change; given money to choose article 
and tell results. 

4. Dominoes: for recognition of numbers and drill on number facts. 

II. Middle Group. 

A. Recognition of numbers 20 to 100 objectively, with bundles of tens. 

1. Teach tens. 

2. Teach tens and units. 

3. Counting by 2-5-10-100 forward and backward, 2-4-6-8, etc., 
1-3-5-7, etc., 5-10-15, etc., 6-11-16, etc., 10-20-30, etc., 12-22-32, etc. 

4. Odd and even street numbers. 

B. Writing numbers 20 to 1000. Teach arrangement in hundreds', 
tens', and units' columns. 



ARITHMETIC. 51 

C. Operations with numbers. 

1. Oral and written work to fix facts. 
Addition in series: 

3+4= 7 13+4 = 17 to 93+4 = 97 

5+5 = 10 15+5=20 to 95+5 = 100 

8+7 = 15 18+7=25 to 98+7 = 105 

Subtraction corresponding to above. 

Drill: Use model store or having none, make lists of goods with prices 
on boards or charts. Buying, selling, making change, playing conductor, 
etc. Six-cent fares, eight-cent checks. 

Tables 2-5-10-3-4-11-6-8-12-9-7. 

Drill: Associate tables with concrete objects. Table 2, ears, wings; 
Table 3, feet one yard; Table 4, legs of chair; Table 5, nickels; Table 6, legs 
of fly; Table 7, days in week; Table 8, pints in gallon; Table 9, base-ball nine; 
Table 10, dimes; Table 11, football eleven; Table 12, dozen. 

Ring toss, keeping score, points counting 2-3, etc. 

Speed test, time limit. Tables in and out of order. 

Clock face — starting inside the circle, starting outside the circle. 

Writing tables. Children write a corresponding table with numbers, 
reversed. 

Dominoes, one box for each child. Number of dots on one half multiplied 
by number of dots on the other. 

Division, exact — with remainder. 

2. Written work to test knowledge of facts. 
Addition, columnal — 3 to 6 figures, increasing to 3 digits. 
Subtraction — Austrian, including borrowing if learning for the first time. 
Multiplication — multiplier not over 2 figures; multiplicand not over 3 

figures. 

Division — short division, exact and with remainder. 

D. Application — mental — linear measure in feet and yards. 

Note. Estimate and compare vertical and horizontal distances, doors, 
windows, etc. 

Liquid measures, pints, quarts and gallons. 

Dry measures, quarts, pecks and bushels. 

Time, telling of time, month, day and hour. 

Money, dollar, half-dollar and quarter. 

Knowledge of | and \ with objects. 

Apply in cost of pint, \ yard, \ gallon, \ hour, \ hour, \ year, \ week, \ 
working week, half-price sales of goods in store. 

III. High Group. 

A. Writing and reading numbers — 1000, etc., U. S. money and Roman 
numerals. 

B. Operations. 

Addition, increasing number and size of addends. 

Subtraction, increasing number of figures in subtrahend and minuend. 

Multiplication, increasing number of figures in multiplicand and multi- 
plier. 

Long division. When trial division gives correct quotient figure, when 
trial figure gives quotient figure too large. 



52 THE BOSTON WAY. 

C. Practical application. All problems to be related to child's present or 
future needs. 

Finding cost of various articles used in manual arts: lumber, yarn, 
cloth and reed. 

Finding cost of articles made. Teach \, \ and \ profit. 

Finding proper selling price for articles made, based on cost of labor and 
material. 

Number of articles that can be made from a certain amount of material. 

Given receipts (domestic science) to find total cost. 

Cost of equipping work-bench — wood working room. 

Cost of equipping garden, tools, soil, etc. 

Profit and loss in garden vegetables. 

Money earned in different trades, work per hour, by day and week, slack 
periods. 

Model store — using real money, sales slips, carbon copies, charge slips, 
making out bills. 

Sale day — valuation of stock, reducing prices \ or \, noting market prices. 

Estimate proportion of salaries, of rent, etc. 

Cost of feeding families of different sizes. 

From hectograph copies of cows, pigs, lambs, etc., showing cuttings and 
prices, various problems may be worked out. 

Bibliography. 
Number by Development. Gray. 
First Journeys in Numberland. Waldo. 
Educative Seat Work. Worst and Keith. 
Maxson's Number Cards. 



HISTORY. 53 



HISTORY. 



Talk about current events — history in the making. 

Dramatize stories for each of the following days or months: 

October Columbus 

November Pilgrims 

December Christmas 

January Eskimos 

February Washington and Lincoln 

March Evacuation 

April Patriots' Day 

May Memorial Day 

June Bunker Hill 

Make booklets with decorated covers illustrating stories. 

Write short compositions. 

Collect pictures. 

Have in the schoolroom a collection of History stories to which the 
children may have free access. 

Suggested books: 

A History Reader For Elementary Schools. Wilson. 

Pilgrim Stories. Pumphrey. 

Stories of Early American History. Gordy. 



54 THE BOSTON WAY. 



GEOGRAPHY. 



Outdoor lessons on soils, erosion, simple land forms and water forms. 

Near-by geography, streets, railroads, important buildings, natural 
features of special interest. 

For location in the city, address envelopes to public buildings, wharves, 
railroad stations, etc. Children tell how to get to these places. 

Stories of different countries. Dramatize. Use plasticene or papier 
mache' for modeling animals, objects or people. Postage stamps of dif- 
ferent countries. 

Use plasticene or papier madae" for modeling type forms and for making 
relief maps. See under Modeling. 

Sand table. 

Product lessons. 

Product maps. 

Drawing. 

Collection of pictures. 

Geography quiz. One child stands before the class and invites the others 
to ask him questions. When he fails to answer, the questioner takes his 
place provided he can answer his own question. 

Cards with well-known geographical names. Give one to each pupil 
competing. If he can tell of what his card contains the name ("Paris is a 
city, " " Merrimac is a river") he retains the card and receives another. If 
he cannot tell, he is told and must recite from the same card the next time 
around. The pupil keeping the most cards wins. 

Geography tipover. Alphabet cards plain on one side. Each pupil in 
turn draws a card without seeing the letter, tells of what it is the name 
(river, city, street, state), then turns the letter up in full view of all. The 
pupil who can first name street, state or whatever was asked, beginning with 
that letter, wins the card. 



HYGIENE AND HUMAN BODY LESSONS. 55 



HYGIENE AND HUMAN BODY LESSONS. 



"Plenty of sunlight every day, 
Plenty of exercise in play, 
Plenty of air that's fresh and sweet, 
Plenty of wholesome food to eat, 
Plenty of water and plenty of sleep, 
Healthy and strong my body will keep." 

Write the above (or something better) on the board. Underline impor- 
tant words with colored crayon. Pupils read, talk of the meaning, and 
memorize. 

Give simple and practical talks on : 

Breathing and ventilation. 

Clothing and bathing. 

Sleep and exercise. 

Food and drink. 

Smoking and other hurtful habits. 

Care of ears, eyes, skin, hair, teeth and nails. 

Treatment of simple cuts, bruises and burns. 

Removal of sliver. 

Removal of a particle from the eye. 
Stress the importance of use of milk, buttermilk, bonnyclabber, malted 
milk, cocoa and fruit juices in place of even mild stimulants. 

Stress the importance of nasal breathing. The effort to hold a slip of 
thin paper between the lips for a few moments will help some mouth 
breathers. 

Stress the importance of the following habits as having a direct bearing 
on health: 

Wash hands before meals. 

Clean teeth before going to bed. 

Put handkerchief before face when sneezing or coughing. 

Keep hands away from nose, mouth and eyes. 

Change wet shoes and stockings. 

Chew food slowly and thoroughly. 

Wash raw fruit before eating. 

Do not exchange partly eaten food. 

Do not drink from a common cup. 

Go to bed early. 

Sit, stand, and walk correctly. 

Read with the light at the side or back. 

Read only with a good light. 

Human Body. 
Talk of man and how he differs from other animals: 
Physically; in upright position and development of the hand (use of 
thumb) . 



56 THE BOSTON WAY. 

Mentally; in development of the reasoning powers and use of articulate 
speech. 

Parts of body: Head, trunk and limbs. 

Parts of head: Crown, forehead, nose, chin, two ears, two temples, two 
eyes, and two cheeks. 

Parts of trunk: Two shoulders, two sides, two hips, back, chest, and 
abdomen. 

Parts of upper limbs: Arm, forearm, wrist, hand (back, palm, fingers). 

Parts of lower limbs: Thigh, leg, foot (instep, sole, heel, toe, ball). 

Teach eyebrows, eyelashes, "bridge" of nose, number and kinds of 
teeth. 

Teach use and care of bones. Speak of deformation caused by bad 
postures. 

Teach use and care of muscles. 

Teach position and importance of the heart, fiver, lungs, stomach, 
intestines — all as parts of the "House Beautiful" with its "windows," 
"telephones," "kitchen," "chimney," "laundry," "engine," "pipes," and 
"drains." 



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DRAWING. 59 



DRAWING. 



Representation. 

Aim. — To develop power of telling true stories by means of pictures. 

To increase the child's facility of expression in terms of lines and colors. 

Means. — Making pictures in color to illustrate experiences and interests 
of the children. 

Suggestions. — Letter name of picture and name of child on back of each 
paper. 

Draw free hand frame line allowing margin on each paper. 

Lessons. 

Draw people. — Plate IV. Study shape of head, position of eyes, nose, 
mouth, ears, hair, etc. Draw men, women, girls, boys and babies. Com- 
pare heights and kinds of dress, color of clothes, hats, etc. Draw people 
dressed for work or play or special seasons or occasions. Draw a policeman, 
fireman, conductor, postman, soldier, sailor, chef, barber, farmer, nurse, 
housekeeper and make the picture tell who it is. Draw people dressed for 
football, baseball, running a race, excursion, school, home, party, church. 
Draw groups of people showing occupations. 

Draw tools appropriate to work and play; tools for digging, pounding, 
cutting, lifting, cleaning, striking ball. 

Draw vehicles appropriate to work and pleasure; sliding, carrying, rolling, 
floating, flying. 

Draw buildings appropriate to different uses; home, school, trade, trans- 
portation, government, etc. 

Draw animals, birds, trees, bushes, plants, etc. 

Suggest improvements in line, shape and color of objects involved in 
pictures, emphasizing simple facts which the children can know by observa- 
tion and common sense. 

Let all object and nature drawing be a means to an end, namely the 
making of illustrations in color which express the interests and experiences 
of the children. 

Design. 

Aim. — To train the sense of order as a basis for the enjoyment of beauty. 

To improve the child's sense of order and neatness in all activities, espe- 
cially in things made with the hands. 

Means. — Making orderly arrangements of dots, lines and spots of color 
to form balanced units. 

Repeating units to make borders and surface patterns. 

Applying units, borders and surface patterns to things requiring decora- 
tion. 

Suggestions. — Letter name and allow margin on every paper. Much of 
the work should be done at the blackboard or on large sheets of paper pinned 
to the wall. Use one color and black for abstract designs. 

Work from the center out. 



60 



THE BOSTON WAY. 



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62 THE BOSTON WAY. 

Lessons. 

Abstract Units. — Invent simple balanced units, drawing center line or 
dot first. Practice drawing with both hands to get balanced units. See 
Plate II. 

Choose best units and repeat to make borders, practice rhythmic repeti- 
tion, following the direction suggested by the unit, making vertical or hori- 
zontal borders. 

Repeat borders to make striped surface patterns. 

Apply units, borders or surface patterns to cards, folders, book linings, 
covers or other things requiring decoration. 

Symbolic Units. — Plate III. Invent simple, balanced units, drawing 
center first. By suggesting the color and shape of objects the unit may be 
made to suggest various interests. Such units become symbolic and may 
be used as decorations for special booklets, cards, invitations, calendars, 
book marks and other projects in which an idea may be appropriately 
emphasized. Such designs should not be repeated as borders or surfaces 
unless the drawing remains very simple and easy to repeat. 



OBJECT AND INFORMATION LESSONS. 63 



OBJECT AND INFORMATION LESSONS. 



Aim. 
To open the eyes of the children to the world around them. 
To cultivate the power of observation. 

Suggestions. 

Children should see, touch, taste, listen and handle for themselves. 
They should examine many specimens and make their own classifications. 

The same lesson can be adapted to different mental ages. 

An abundance of material is a necessity. 

Each animal lesson where the animal itself cannot be presented demands 
a large picture, accurately drawn and colored. 

Provide a form book for each child. Allow him to cut and paste the 
forms studied. 

Let the children cut from magazines and mount collections of pictures, as, 
with lesson on transportation, pictures of all kinds of vehicles, trains, boats, 
etc. 

Form Lessons. 
Ball, cube, cylinder. 
Circle, square, oblong. 
Square, blunt, sharp corners. 

Straight, curved, broken fines, straight lines standing, leaning, lying down. 
Surface — inner, outer, face, edge. 
Angles — right, acute, obtuse. 
Lines — vertical, oblique, horizontal. 
Triangle, pentagon, hexagon. 
Solid, plane-figure, fine. 
Circle — circumference, diameter, radius. 
As soon as terms are learned apply them to former figures. 
Children classify forms themselves after having finished the course. 

Quality Lessons. 

Children should perform many experiments before generalizing. Most 
children can compare and discriminate. Choose lessons adapted to ability 
of the children. 

Hard, soft. Sweet, sour. Thick, thin. 

Rough, smooth. Brittle. Porous. Absorbent. 

Combustible. Inflammable. Transparent, opaque. 

Flexible. Elastic. Odorous, inodorous. Fragrant. 

Natural, manufactured, artificial. 

Brittle. 

Things that break easily are called brittle. 

" Drop this chalk and see what happens. " "It breaks. " 



64 THE BOSTON WAY. 

"Drop this piece of glass and see what happens. " "It breaks." 

"Drop this piece of wood." "It doesn't break." 

" See if you can break this piece of iron. " "It doesn't break. " 

"Here is a thick piece of wood. Can you break this?" (Child after 

effort does so.) 

"Try this piece of glass." (Child breaks it.) 

"If you had to break many pieces of this wood and many pieces of this 

chalk, which would you rather do?" "Break the chalk." 
"Why?" "Because it breaks easier. " 

"When anything breaks easily like the chalk and glass we say it is brittle." 
"Tell me something at home that you have to handle very carefully so 

they will not break. " "Dishes. " 

"What may we say about china dishes? " "They are brittle. " 

" Tell me all the things you can think of that are brittle. " 

"China, glass, chalk, some candy, break easily and are called brittle." 

Common Objects. 

Parts and uses and how made: bell, cap, pin, needle, chair, fork. 

Sun, moon, stars. 

Direction : over, under, between. 

Means of telling time. 

Parts, uses, growth of: apple, orange, tree, flower. 

Vegetables, fruits. 

Forms of water. Uses of water. 

Parts of a house. 

Kinds of buildings. 

Locomotion: natural, man, beasts, birds, fish. 

Transportation: auto, carriage, donkey, horse, camel, elephant, boat, 
train, freight and passenger. 

On trail, path, street, sidewalk. 

Communication: U. S. mail, newspaper, book, telephone, telegraph, 
wireless. 

Occupations in general: plumbing, fireman, policeman, mines and 
mining, bricklaying, laundering, farmers and farming, tools, etc. 

Races of men. 

Musical instruments. 

Fabrics: cotton, flax, wool, silk, linen. 

Foods: wheat, nuts, spices, sugar, meat, salt. 

Coal, iron, steel, paper. 

Coins, postage stamps. 

Relationships. 

Animal Lessons. 
Cat. Tiger. Leopard. Lion. 
Dog. Fox. 

Cow. Sheep. Horse. Zebra. Donkey. Pig. 
Elephant. Camel. Giraffe. Hippopotamus. Kangaroo. 
Squirrel. Mouse. Monkey. 
Ostrich. Alligator. Turtle. 
Hens. Ducks. Geese. 
Frogs. Toads. Bees. 



OBJECT AND INFORMATION LESSONS. 65 

Common Birds. Wading Birds. 

Whale. Seal. Walrus. 

Winter homes of birds and insects. 

Canned and dried fish. 

Cod. Salmon. Herring. Sardines. 

Pack animals. Coverings of animals. Noises of animals. 

Sponge. Coral. Nests. Eggs. 



66 THE BOSTON WAY. 



DOMESTIC SCIENCE. 



For Single Classes. 

Care of corridor and schoolroom. 

Use of door mat. 

Care of blackboards. 

Care of erasers. Clean by beating two together. 

Care of broom, brush and dustpan. Hang up when not in use. 

Care of material. Neat and orderly storing. A place for everything 
and everything in its place. Best methods of taking what is needed, 
deftly and without waste, and of putting away the remainder. Definite 
and orderly arrangement of material kept in pupils' desks. 

Care of cabinets and closets. 

Care of flowers. Pick with long stems. Choose vases of suitable color 
and shape. Arrange in loose and artistic bouquets. Keep only as long 
as the appearance is fresh and attractive. 

Care of plants and window boxes. 

Care of pictures. Hang sufficiently low. Balanced arrangement on 
screens or walls with ample margins and spacing. Avoid crowded appear- 
ance. Put away illustrations for special lessons or days when the occasion 
is past. 

Care of clothing. Cleanliness. Mending. Proper hanging of wraps. 
Neat adjustment of belts, stockings, ties. When to wear kimono, school 
dress, party dress, thick clothing, thin clothing, sweater, rubbers, raincoat. 
Use of napkin, kitchen apron, carpenter's apron, overalls. A good-sized 
mirror is a valuable addition to the schoolroom equipment. 

For Older Girls' Center. 

I. Cookery. 
A. Methods: 

1. Demonstration and group work. Children gather about the table. 
Discuss in their own way the food material to be prepared, bringing in their 
own experience and what they have seen their mothers do. Each in turn 
has a part in the preparation of the food while the others watch closely. 
The onlookers gain much, especially in the measuring, as they are more 
keen to note the mistakes of others than their own. There must be con- 
stant and long-continued work for accurate measurements. Spare mo- 
ments are used for drill in this. This method is used very largely with the 
lowest class, to quite an extent with the middle class, and in the beginning 
with the highest class until they become familiar with the uses of the differ- 
ent utensils and materials and gain accuracy in measurements. With each 
higher class there is more general knowledge of food material, more accuracy 
and interest. In all the work there must be constant repetition. 

2. Individual Work. Advance slowly from group work to the simplest 
individual work. Each girl under close supervision performs all the steps 
in preparing some dish. Later more responsibility is added. In the high- 



DOMESTIC SCIENCE. 



67 



est class work is somewhat from recipes. Two girls may work together 
and carry a recipe through with only a few suggestions. Recipes are given 
them for home use. 

Simple meals are prepared. Anything which may be done on a large 
scale, as preserving, is successfully accomplished. 

Food may be prepared in large quantities to be served at afternoon teas 
or for food sales. 

Type Lesson: (Lowest Class.) Baked Apples. Each child washes her 
own apple, removes the core, measures the sugar, places it in the center, 
adds the amount of water necessary and has the care of the baking. 
B. Foods Prepared: 



1. Group Work, (lowest class) 
Breakfast Cocoa 
Cream of Wheat 
Stewed Prunes 
Boiled Rice 
Milk Toast 
Boiled Macaroni 
Bread Pudding 
Egg Nog 

Soft Cooked Eggs 
Hard Cooked Eggs 
Scrambled Eggs 
Lemon Jelly 
Broiled Meat Cakes 
Peanut Barley Candy 
(Additional in Middle Class) 
Mashed Potatoes 
Corn Starch Blancmange 
Creamed Soups 
Stews (Beef, Lamb) 
Creamed Codfish 
Bread 
Cake 

Preserving 
Molasses Candy 
Chocolate Fudge 
Brown Sugar Candy 
(Additional in Highest Class) 
Tapioca Cream 
Baked Macaroni with Cheese 
Baked Rice Pudding 
Baking Powder Biscuits 
Muffins 
Ginger Bread 
Cookies 



2. Individual (lowest class) 

Baked Apples 

Baked Potatoes 

Plain Toast 

Baked Crackers 

Making of Sandwiches 
(Additional in Middle Class) 

Stewed Prunes 

Stewed Apricots 

Apple Sauce 

Steamed Rhubarb Sauce 

Riced Potatoes 

Boiled Onions 

Boiled Carrots 

Cream of Wheat 

Boiled Rice 

Boiled Macaroni 

Egg Nog 

Soft Cooked Eggs 

Hard Cooked Eggs 

Pan Broiled Chops 

Meat Cakes 

Lemon Jelly 

Orange Jelly 
(Additional in Highest Class) 

Cranberry Sauce 

Mashed Potatoes 

Boiled Turnips 

Boiled Parsnips 

Bread Pudding 

Corn Starch Blancmange 

Rolled Oats 

Gelatin Dishes 



II. Housekeeping. 
A. Methods: 

1 . In the lowest and middle classes housekeeping is not carried on at the 
same time with cooking, but is made a definite and separate part of the 



68 THE BOSTON WAY. 

lesson at the beginning or end. Work is done by the children in turn under 
very close supervision. Example: Each pupil dusts a part of the room. 
The pupils vie with each other to see who can collect the most dust on her 
cloth. One girl washes the dusters. 

Later they are assigned to work in groups of two. 

2. In the highest class two pupils may be assigned as housekeepers while 
the remainder of the class cook. 
B. Tasks: 

Dusting; washing cloths; sorting dishes; washing, scouring, rinsing, 
wiping, and putting away dishes; putting cabinets and drawers in order; 
polishing faucets and stoves; sweeping. 

Note. — Great care and constant correction are needed to overcome 
untidy habits if such have been formed. 



GARDENS AND FARM WORK. .69 



GARDENS AND FARM WORK. 



Aim. 

Appreciation of plant life and animal life, better understanding of the 
laws of nature, increase of physical vigor, self-respect and productive 
ability. 

Suggestions. 

To have successful gardens near school building the co-operation of the 
neighborhood and home is essential. 

To do school garden work on a farm the interest and co-operation of a 
farmer is necessary. 

Correlation of school garden work with all other school work is of great 
importance. 

Consult seed catalogue for details of planting seeds of any kind. For 
special instructions about any particular crop write to State Agricultural 
College or Experiment Station. 

Note. A group of fifteen special class boys from Boston has been suc- 
cessfully at work for two seasons, the first season planting two thirds of an 
acre, the second two acres. They have also cared for chickens, pigs, cows 
and horses. 

School Gardens of three types: 

1. Window boxes. Equipment. — Sunny window, box with holes in 
bottom, rich soil, trowel, watering pot. Plants. — Geraniums, wandering 
Jew, seedlings in spring (tomatoes, lettuce, asters). 

2. Small area near school building. Equipment for class of 15. 
Six each of spading forks, spades, rakes, hoes and 9 weeders. Commercial 
"Garden" Fertilizer (100 lbs. to 2500 sq. ft.). Vegetables (best adapted) 
— Bean, radish, parsnip, carrot, turnip, lettuce, tomato. Raise seedlings 
of tomatoes and lettuce for home gardens. 

3. Large area on a farm. (An acre or more.) Equipment for 15 boys. 
Fifteeen hoes, 6 rakes, 6 spading forks, 6 spades, use of horse and horse 
cultivator. Vegetables especially adapted to New England. Potatoes, 
corn (Indian), beans and other vegetables listed under (2). 

Raising an acre of potatoes, corn, or beans. 

Hire land plowed and harrowed. 

Mark with horse marker rows 3 feet apart. 

Spread commercial fertilizer 1 ton to acre. 

When crop appears cultivate with horse cultivator. 

Weed and hoe. 

Spray with insecticide. 



70 



THE BOSTON WAY. 

GUIDE TABLE FOR PLANTING. 



Seed 


Soil 


Time 


Manner 


Transplant 


Bean 


Light 


May 15- July 1 


In drills 2' apart, 2" deep. 




Parsnip 


Heavy 


Apr. 20-May 10 


In drills 18" apart, 1" deep. 




Carrot 


" 


Apr. 20-June 15 


" 




Turnip 


" 


Apr. 20-Aug. 10 


" 




Radish 


Medium 


Apr. 1-Sept. 1 


" 




Potato 




Mar. -June 


In rows 2'-3' apart, 15" apart 
in row. 




Lettuce 


Heavy 


Apr. 1-Aug. 15 


In drills 18" apart, 1" deep. 


When 2" high, 5" apart. 


Tomato 




Mar. 15-30 


In hot bed or window box. 
In drills 2" apart, J" deep. 


When danger of frost is 
over. Out of doors, in 
rows 3' apart. 



SEAT WORK. 71 



SEAT WORK. 



Aim. 

To supplement and reinforce previous teaching. 

To provide sense training and encourage the co-ordination of hand and 
mind. 
To develop the creative and constructive ability of the child. 
To lay the foundations for self discipline. 
To establish correct habits of work. 

Suggestions. 
Have the work instructive and interesting. 
Never let it become a bore. 
Praise wisely. 

Teach care and handling of material. 

Use color freely. (Most drawing may well be done with crayons.) 
Number sets of seat work so that: 

(a) If alike, a child may always use the same one, and be held responsible. 

(b) If not alike, a child may get a new one each time until he has gone 
through the set. 

Number pictures or cajds to correspond with box or envelope. 

Envelopes last much longer if carefully sealed and cut open at the end. 

Very large envelopes sealed and cut in two are a good shape. 

Patterns, pictures, samples, copy, or directions may be placed on the 
board or in more permanent form on sets of cards or on the envelope holding 
material. 

Backs of arithmetic paper blocks are useful as mounts. 

Stencils, patterns, or tracing paper may be secured with thumb tacks for 
children who cannot hold them still. 

A low platform is very useful. It may be built of four bushel boxes and 
covered with oilcloth. Place in a corner, with a low shelf near, for stereo- 
scope, blocks, puzzles, books or games. 

Very shallow wooden trays (9 x 12 or 10 x 14 with 5-inch rim) hold beads, 
lentils, pegs or tiles conveniently. Work to be done in the tray. 

Children may obtain at some stores, the books from which trading stamps 
have been torn out, with the interleaves, which are excellent for tracing 
paper, intact. 

Arithmetic. 
Counting. 

Place pegs, buttons, shells, acorns, etc., in rows from 1 to 10; 10 to 1, with 
corresponding figure after each row. 

Place pegs to represent soldiers marching by 2's, 4's, 5's, 10's. 

Place pegs or colored circles of alternating colors: 

(a) Border — a given number of each color, as 4 blue, 4 red, repeat. 

(b) Square — 4 green for the top and the bottom, 4 red for the sides. 



72 THE BOSTON WAY. 

(c) Slanting lines — 4 red, 4 blue, repeat. 

Envelopes containing the figures from 1 to 10 and pictures showing a 
definite number of objects. Child arranges the figures in order and places 
below each a pile of pictures containing that number of objects. 

Place groups of dots or stars on paper circles, then sort the circles accord- 
ing to numbers. 

Make paper chains using a given number of links of each color. (Use 
for sash curtains or decorations.) 

String beads, a given number of each color or kind. 

Outline with lentils: 

(a) Figures written on desk. 

(b) Number, word, and figure on the same card. 
Trace figures. 

Trace around geometric forms or outlines of hearts, butterflies, houses, 
etc. In each outline draw: 

(a) A given number of tiny dots, rings, stars or pictures; place cor- 
responding figure below. 

(b) Two groups of pictures and express their sum below; as 3+7 = 10. 
Copy from board or chart a given number of simple pictures : 3 chairs, 

3 balls, 3 apples. Place figure after them. 

Draw a row of tiny pictures and write the figure beneath. 

Draw as above slightly separating into groups of 2 each and write only 
the even figures. Count by 3's, 4's, etc. 

Trace several times around the pattern of a small shoe. Put 5 buttons 
on each and count by 5's. 

Trace pairs of mittens and count by 2's. 

Trace houses, add 4 windows and count by 4's. 

Quadrille ruled paper. Color a given number of squares, skip one and 
repeat. Underneath count by the same number, expressing with figures. 

Figures cut from large calendars: 

(a) Children place in numerical order on large pieces of drawing paper. 

(b) Place to form combinations and write the sum with crayon: 5+4 = 9. 
Paper 10 x 10 ruled in inch squares: 

(a) Place the figures to 100 on the above. 

(b) Write the figures to 100 on the same. 

(c) Teacher or older pupil write figures in miscellaneous order in the 
squares. Child draw in each square the number of objects called for. 

Follow written directions, such as: draw 9 red apples, 4 yellow stars, etc. 
With pegs copy facts shown by fines on the board or work out facts 
expressed by figures and signs. 

Plasticene. 
Make a given number of balls. 

Make boxes, place a given number of balls in each, or nests with eggs. 
Make figures. 
Make borders on plasticene background. 

Child arranges a sheet of paper to illustrate a certain number. Example: 
Figure 5 in a circle in the center; groups of 5 pictures above, below and in 
the corners; 5 blue squares, 5 red apples, 5 oranges, etc. 

An oblong drawn to represent two rooms (divided). Suppose 10 people 



SEAT WORK. 73 

are sitting in these. Children show by drawing and write all the ways the 
party could be divided. 

Draw lines a given number of inches in length. 

Draw lines from 1 to 10 inches in length. 

Cut strips of colored paper as above and mount. 

Cards similar to the following: 

My desk is inches long. 

My book is inches wide. 

Child copies, uses his ruler, and completes the statement. 

Copy drawings of dominoes with only one part filled and supply the 
missing part to form a given total. 

Pieces of cardboard of different sizes. Child traces around each, meas- 
ures and writes a statement, giving the length and width, or the distance 
around. 

Rule a 1-ineh square, a 2-inch square, etc. 

Courtis test papers — child writes in the answer. 

Letters. 

Alphabet series. Cards with letter 3 or 4 inches tall and picture of some- 
thing beginning with that letter. Child outlines both with lentils or pegs. 

Cards ruled in squares and containing in every other square the small 
letters (printed form). Child places beside each letter the one from his let- 
ter box that : 

(a) Looks just like it. 

(b) Is the corresponding capital. 

(c) Is the corresponding written form. 

Cards as above containing written capitals. Child places printed form 
or written small letter. 

Letters written with wet chalk on the desk. Outline with pegs. 

Make letters with plasticene, especially those easily confused, as b and 
d. 

Package of small cards with printed capitals on one side and written 
form on the other. Order irregular. Child writes from first side and 
underlines those for which he needed to get help by turning the card. 

Envelopes containing letters often placed wrong side up: d, p, n, u, etc. 
Call attention to "flags" at the top of the flag pole and "platforms" at the 
bottom to stand on. Child places all letters right side up. 

Trace cardboard letters. 

Copy cardboard letters. 

Child copies from the board or writes from dictation down the middle 
of a paper a list of letters. At the left put the letters which precede and at 
the right those that follow this list. 

Writing. 

Trace letters, names, words, sentences. 

Copy letters, names, words. 

Copy name of school, date, sentences, or stories from cards, papers, or 
blackboard. (To have the copy on a separate slip of paper that it may be 
moved down and cover the child's own writing, is helpful.) 

Write the alphabet. 



74 THE BOSTON WAY. 

Written stories cut from "Primary Plans" and mounted. Children trace 
both the writing and the illustrations. 

Short written story. Child illustrates and copies story beneath. 

Words or sentences in very coarse print cut from advertising pages of 
magazines and pasted on sheets of writing paper. Child copies below in 
script form. 

Write stories from reading books. 

Reading. 

Cards with large printed words or sentences. Child outlines with pegs or 
lentils. 

Card containing printed rhyme which is known by the child. He matches 
with cut-up words. 

Cut-up words. Script form in black ink, printed form in red ink. Child 
matches the two forms. 

Envelopes containing pictures and corresponding words. Child matches 
pictures with words or makes words with printed letters. 

Pages of magazines or old readers: 

(a) Child underlines words of two or any given number of letters. 

(b) Writes a list of them and reads it to the class. 

(c) Seeks for some given word, as of or when, and draws a red ring 
around each word found. 

(d) Seeks for two words often confused, as of and for, and encircles one 
with red and the other with blue. 

Envelopes containing several small pictures and short stories about each 
on separate slips of paper. Two children arrange pictures on desk or table. 
One child reads a story while the other decides under which picture it is to 
be placed. 

Silent reading of story books. 

Lists of Words. 
Copy, form with letters, arrange, or write from memory: 

(a) Words beginning with a given letter. 

(b) Words containing a given sound. 

(c) Words of a given number of letters. 

(d) Words with a given prefix. 

(e) Words with a given ending. 

(f) Names of children in the room. 

(g) Names of a given class of objects, as animals, toys, colors, things out 
of doors. 

(h) Names of pets. 

(i) Alphabetical list of words. 

(j) Rhyming words. 

(k) Lists of opposites to a given list of words. 

(1) Plurals to a given list of nouns. 

(m) Arrange all the words of a paragraph or page in lists according to 
the number of letters in the words. 

(n) Draw around some simple form and write inside each traced form 
some word difficult to remember. 

Dropped letters. Names of several objects of a class, vowels omitted. 
Child completes and copies. 



SEAT WORK. 75 

Fruits. 
b-n-n-s -r-ng-s 

-ppl-s p— ch-s 

gr-p-s ch-rr— s 

List of adjectives, as soft, warm, dark. Child copies and makes a list of 
opposites. 

Choose a long word like rheumatism. Children make shorter words from 
its letters. Child with longest list reads to the class or writes the list on 
the board. 

Anagrams. 

(a) Letters of a word, disarranged and written inside a square. Children 
pick out the letters from their letter boxes and form the word. 

(b) Two children select words, find the letters, disarrange and exchange. 

Sentence Construction-. 

A picture and envelope of cut-up words related to it. Child makes 
original sentence. 

Questions written. Child writes answers. 

Statements written. Child writes questions about them. 

Phrases written. From these child completes sentences. 

Large pictures in sight. Child writes questions or statements about them. 

Sentences about the days, months or seasons. 

Words of a sentence scattered on the board. Child studies out and 
writes the complete sentence. 

Envelope or box containing cut sentences. (Do not divide phrases.) 
Each sentence begins with the same words and these opening words are 
written on the box. 

Common beginnings: 

How many . 

There are . 

Could you . 

Child arranges the sentences. 

List of rhyming words and sentences from which the same words are 
omitted. Child copies and supplies the missing word from the list. Later 
with only one key-word to aid him, and later with no list or aid. 

Sample list: ring, sing, king, bring. 

Simple type of sentence: That bird has a broken . 

More difficult type of sentence: The wears a gold crown. 

Drawing. 

Trace around patterns and color: Birds, fruit, flowers, furniture, bells 
stars, trees. 

Trace around patterns on blackboard. Fill in with crayon : Animals to 
form a circus parade. 

Color magazine pictures. Cut and mount. 

Family groups from fashion papers. Color, cut and mount, 

Color between lines of ruled paper. Cut the strips (red, white and blue, 
suggested.) 

Paper folded in small squares. Color to represent oilcloth. 

Copy simple drawings. Cup, chair, table, flag. Write the name be- 
neath. 



76 THE BOSTON WAY. 

Hectographed outlines of fruits. Color, cut and mount. Fasten to- 
gether. For a cover, color the words "My Fruit Book." 

Animal Alphabet Book. Hectographed outlines of animals and of 
capital and small letters. Color, cut and mount and fasten together. 
Alligator, bear, camel, duck, elephant, fox, goat, horse, ibex, jerboa, kan- 
garoo, lion, monkey, narwhal, ostrich, pig, quail, reindeer, seal, tiger, urchin, 
vulture, wolf, yellow-bird, zebra. A written page about each may be 
added. 

Practical Drawing Cards No. 1. Make a dot at each perforation, con- 
nect by straight lines, color and cut. 

Dotted drawing paper or perforated cardboard. Child copies surface 
designs, borders, straight line pictures. Later does originals. 

Parquetry papers. Children lay and paste designs. 

Kindergarten tablets, light and dark. Place to form borders. Trace, 
color, tie several together to form a book of standard colors. 

Tablets as above. Child makes original designs. 

Tag stock stencils. A stencil of straight lines may be used by very young 
children. 

Cards with directions for three or four simple pictures. Child draws 
with crayon. 

Sample card: 

Draw a boy sliding down hill. 

Draw two boys making a snow man. 

Draw a boy with a snow shovel. 

Draw six boys on a double runner. 

Patterns of paper dolls. Arms and legs cut separately to be attached 
with wire shanks. Draw face, color hair, draw ankle ties. From a pat- 
tern cut and design dresses. 

With compasses make concentric circles. Color with standard colors in 
rainbow order. 

Tracing paper. Young children can trace, color, cut and mount in 
blank books, small outline pictures. Older children can trace quite diffi- 
cult outline pictures and can make copies for the young children at the 
same time, by putting a sheet of drawing paper and one of carbon paper 
beneath the copy. Fasten all four together with paper fasteners. 

Print letters, names, signs, tickets, mottoes. 

Plasticene. (See Modeling.) 

Miscellaneous. 

Use parquetry paper for "matrix and form." Child cuts design with 
sharp-pointed scissors. 

Paper chains of one color, alternate colors, rainbow colors. 

Weave paper mats. 

Knit on toy knitter. 

Pegs. Child sorts by color. Lays design or picture from a drawing. 

Large cards ruled in six columns and in horizontal spaces three-fourths inch 
wide. Standard colors and color names in the top space. Box of pegs 
and slips of tag stock containing the color names. Dictate different ar- 
rangements, as: Fill all spaces with pegs. (Red captain wants only red 
soldiers.) First a peg, then a word; first two pegs, then two words (or three 
of each); first half of column pegs, last half words; fill all spaces with words. 



SEAT WORK. 77 

Child places pegs in outside row of peg-board with a bead on each for a 
fence. House design inside. 

String beads. One by one (same color) or for given number or color 
combinations. Double stringing. Use two strings. Place an equal 
number (2 or 3) on each string, then join by putting both strings through 
the same bead. String macaroni, allspice, rose hips, acorn cups, seeds, 
horse chestnuts, barberries, cranberries, popcorn. 

Puzzles. Unmounted pictures cut. Children arrange and paste. Post- 
cards cut, Pictures pasted on wood and cut with coping saw. 

Gummed dots. (Hammett's.) 

Scrap-books. Children mount pictures on separate cards and tie to- 
gether. 

Large card divided in twelve spaces with a type form drawn in each, and 
envelope of small cards with the same. Child matches. 

Kindergarten sewing cards. Child outlines with worsted a design drawn 
on the card or sews from a design drawn on the board. 

Sewing cards to correlate with other lessons. Children outline and use 
in some constructive way, as for needle-book or book mark. 

Child sews his name. 

Toy telephone. Two children use. 

Stereoscope and collection of views. Two children enjoy together. 

Packages of picture postcards (classified). 

Kaleidoscope or small microscope. 

Blocks. Have a quantity and variety of size and shape. Child follows 
directions or builds freely. 

Ceramic tiles. Designs copied or original. 

Children blow bubbles. 

Children braid strips of cloth. One child who is expert may assist 
several. 

Children cut rags in small pieces for use in filling cushions. 

Definite tasks in the care of the schoolroom. 

Children teach each other, read, spell and recite tables to each other. 

Bibliography. 

Plans for Busy Work. Boston Primary Teachers Association. Edited 
by Sarah L. Arnold. Silver, Burdett & Co. 

Games, Seat Work and Sense Training Exercises. Martha A. Holton 
and Eugenia Kimball. A. Flanagan Co., Chicago. 

Seat Work and Sense Training. Christina S. Mount. Educational 
Publishing Co., Boston. 

Suggestions for Seat Work. Minnie George. A. Flanagan Co., Chicago. 

Ways and Means Series. 100 Devices for Busy Work. A. Flanagan 
Co., Chicago. 

A Year of Primary Occupation Work. Etta Merrick Graves. Edu- 
cational Publishing Co., Boston. 

Primary Manual Training. Caroline Cutler. Educational Publishing 
Co., Boston. 

Number by Development. Gray. 

Organized Hand Work for Primary Grades— Bead Stringing. Elizabeth 
Harrison. Chicago Kindergarten College. 



78 THE BOSTON WAY. 



MODELING. 



"I go so far as to believe that our race owes more of its education to the 
use of clay than to any other one thing." — Holland. 

"Teach the child to see things as they are and not forever as he thinks 
the} r ought to be." 

Materials. 

Clay or plasticene. 

Note. The best clay is that used by makers of stone jugs and crocks. 
Clay, being an entirely mineral substance, affords no food for the growth 
of bacilli. 

Pine moulding boards, brown linoleum or heavy cardboard for covering 
desks. 

Slates. (Roofing slates are best.) 

Rolling pins for making tiles. 

Strips of wood 10" x 1" x f". 

Compasses, rulers and triangles. 

Wooden kindergarten knives, shaped slightly and serrated. Meat 
skewers, tooth-picks, etc. 

Suggestions. 

Meat skewers may be used for free-hand drawings on tiles; also for 
pricking or stippling around leaves, templets, etc. 

Tooth-picks may be used for strengthening legs of animals, furniture, 
trees, etc. 

Stems of apples, grapes, cherries, etc., may be used for making fruits 
appear more realistic. 

In rolling for borders or heavy tiles, use the common wooden rolling pin 
with strips of wood f " inch thick to put on each side of the mass, thus regu- 
lating the thickness of the clay. 

For Beginning Work. 

Spherical forms. Teach by rolling clay in palms for large sphere, then 
in left palm using fingers of right hand for smaller ones. 

Use spherical forms for eggs, nuts, chickens and most other small animals, 
insects and a multitude of round objects. 

Cylindrical forms. Teach these and the formation of long rolls of uni- 
form size, by rolling clay on a slate with the closed fingers of both hands, 
gradually separating the fingers while rolling. 

Use the above in forming nests, dishes, vases, etc., winding and smooth- 
ing as work progresses; also for log cabins, thin tiles, letters, figures, and 
out fining all forms in relief. 

Conical forms. Teach by rolling a sphere, then, using one or two fingers 
of the right hand, gradually press and roll one side to a point. 

Use this form, pressing down the larger mass, for all sepals, petals and 
conventional flower designs. 



MODELING. 79 

Modeling may be correlated with nearly every subject likely to be pre- 
sented to a special class. 

To correlate with: 

Reading. Use rolls for making the printed forms of the alphabet. Illus- 
trate fables, folk-stories, etc. 

Spelling. Make letters to spell pupils' names, the days of the week, the 
months, the seasons, towns, or easier words. 

Number. Make Arabic figures, Roman numerals, arithmetical signs and 
simple combinations, using a great variety of small clay-made objects. 

Geography. Model sphere and teach planetary form, also hemisphere. 
Draw form of town, state, country or continent, and transfer same to tiles, 
adding principal physical features. 

Teach race and color types with colored clay or plasticene; also peasant 
costumes. 

Nature work. Teach forms of fruits, leaves, flowers, insects, reptiles, 
birds and four-footed animals; also vegetables. 

Domestic science. Build houses of logs or small clay bricks, and furnish; 
also arrange on tiles the different rooms in a house with simple furniture, 
kitchen utensils, etc. 

Manual training and drawing. Tools, dishes, vases, vehicles, borders, 
set designs, conventionalized flowers, etc. 

Holidays. Model something appropriate to the day, e. g. Thanksgiving: 
make fruits, vegetables, pies, cookies, cake, bread, etc. 



80 THE BOSTON WAY. 



PAPER WORK. 



This work gives training to the eye and hand, and develops accuracy, 
patience, and control of muscles. 

Cutting. 

Cutting is quite difficult for the young or undeveloped child. At first he 
does not seem to see even a broad line and cuts anywhere but on the line. 

Begin with straight fine cutting. Demand slow, accurate work. Teach 
the correct way to hold scissors and the correct way to cut. Demand 
smooth, clean-cut edges. Begin with broad brush fines ("railroad tracks"). 
Child must try to make his scissors walk on a single track all the way. If 
they fall off the rail they must get on again as quickly as possible. Cut 
one-inch strips, then play with them, making pictures of tables, chairs, 
flag-pole, hen coop, house, railroad track, etc. Colored paper makes the 
work more attractive. 

After the child can cut short strips well, give him a two-inch square. 
Draw lines parallel to each edge and equi-distant from them. Cut out the 
small square in lower right-hand corner by cutting on the vertical line to a 
point just beyond the first horizontal, then turn the paper so that said 
horizontal line becomes vertical and cut on that. Turn the paper to bring 
each small square in turn into the best position for cutting. Cut off the 
oblongs left projecting on each side and use all the parts to make borders or 
life forms. Pasting the forms after cutting gives meaning to the lesson and 
develops originality and power of invention. 

Circular cutting is more difficult than straight line cutting and should 
not be given until the child has acquired the ability to keep on the line. 
Cut slowly and watch the railroad track, going only where the track goes. 
Always keep the scissors open, cutting with part of blades near the handle 
to avoid angles. Turn the paper with each cut. 

Six circles may be painted or cut from colored paper and mounted as balls 
or balloons. Use the rainbow colors. 

The different phases of the moon may be cut from circles. Paint yellow. 

After the cutting, paste beauty forms, — border, surface pattern, rosette, 
or life forms, — kitten, turtle. 

Circles and squares, also squares and triangles may be combined to make 
more elaborate forms. 

Cut pictures from magazines and make a scrap-book. 

Cut paper dolls from fashion books to make a family. 

"This is the mother good and dear, 
This is the father standing near, 
This is the brother strong and tall, 
This is the sister who plays with her doll 
This is the little one, pet of all, 
Oh, see the whole family, great and small." 



PAPER WORK. 81 

Free Cutting. 

Make this simple at first; it will give confidence for more difficult work. 
Cut straight strips, — sticks of candy, flag pole, soldiers. Cut a cover for 
the top of the table, a towel or carpet, a wash cloth, a picture. Touch the 
corners to see if they are sharp corners. Add decoration to these models. 

Cut pennies, cookies, pies, plates, saucers, oval platters for Thanksgiving 
turkey. Add decoration. Cut a clock face, a wheel, a moon. 

Taking squares, circles, triangles and oblongs as bases, work up more 
difficult forms of free cutting. 

Cut the letters of the alphabet. Spell the names of days of the week, of 
holidays, of months, of the school. 

Cut the figures from 1 to 10. 

Illustrate games, baseball, hide-and-go-seek, a snowball fight. 

Illustrate stories. Cut people and objects. Paste them on the black- 
board and add drawing to complete the illustration. 

Vase forms, vases holding flowers cut in one piece, baskets or flower pots 
with plants. 

Household pets, occupations, horses or dogs, running, jumping, etc. 

WEAVING. 

Fan. Kindergarten weaving mat. Weave in one color. Mount on 
heavy paper. Cut out the fan by a pattern. Split a dowel or piece of 
reed at one end. Insert the fan. 

j^ Basket for fruit. Sheet of paper 9 inches by 12 inches scored like kinder- 
garten mats in which the strips run the short way. Weave the mats with 
one-inch strips of drawing paper of the same color as the mat. Fold the 
mat through the middle the long way. Bend the lower folded corners in 
between the two sides to form a basket flaring at the ends, and paste. Cut 
two one-inch strips for handles. Divide into three equal parts. Fold the 
strip over at right angles at the points of division, paste to hold the folding 
and paste to the basket. 

Transparencies. 

Find a goodsized outline of a simple flower (tulip, narcissus, single daf- 
fodil, daisy). Hektograph copies of this on gray drawing paper, also on 
transparent paper of the same size. On the latter paint the flower with 
bright colors. On the gray paper cut out the inside of the pattern. Do 
this by pushing the point of the scissors into the middle of a leaf or flower. 
First cut a hole large enough for free play for the scissors, then cut to the 
outside edge. Be sure that the scissors do not cut into the paper beyond the 
lines. Fit the cut out flower space over the painted flower of the trans- 
parent paper and paste the sheets together. Place in the lower part of 
windows behind window boxes. A more pleasing effect is produced by 
having outlines of the flowers and leaves in different positions. 

Butterflies and birds. Draw around a good pattern of a large butterfly. 
One-fourth inch outside this tracing, draw another line following all the 
curves of the first line. This gives the shape of the butterfly in double 
lines. Hektograph on gray drawing paper and transparent paper. On the 
latter color brilliantly. From the gray paper cut out the inside of the 
butterfly pattern, being very careful not to cut over the inner line. Fit the 
two papers together and paste. Cut out around the outside line. Take a 



82 THE BOSTON WAY. 

piece of No. 5 reed, willow, or stick. Split the end and insert the butterfly. 
Use in flowerpots or window boxes. 

Make the birds in the same way. Choose a shape that will admit of differ- 
ent colorings. Study the many beautiful and wonderful color combinations 
of birds from charts, pictures or books. 

Fish bowl. Fold a piece of gray drawing paper on the long diameter. 
Cut out the shape of a fish bowl. Use as a pattern to draw the same out- 
line on transparent paper. On this transparent paper paste at the bottom 
a rock-shaped piece cut from brown paper and some seaweed (green). 
Trace around patterns of goldfish in different positions, some foreshortened. 
Color them and paste. Paste the gray paper on a second piece of trans- 
parent paper and paste both on the first section. Hang in a window. 

Borders. Draw upper and lower strips about one-fourth inch wide and 
cut out the space between. Between these strips place any simple design, 
such as diamond shapes, squares, triangles, triangles placed in a position 
to look like butterflies. Cut these out and place colored tissue paper 
behind the whole. 

Pictures. A great variety may be made. Cut a circle or oblong of 
transparent paper of the size wanted for the complete picture with frame. 
For the lower foreground tear in a fairly straight line a piece of blue paper 
(or white paper tinted blue) long enough to reach across the transparent 
paper. This represents the ocean. Cut from white paper a little boat with 
sail. Paste this boat on the blue paper, near the edge of water, having 
the sail come against the transparent paper. Add a little round moon or a 
star. Make a frame of dark paper. 

Dennison's transparencies. A box contains four subjects with several 
color combinations for each, frames, gummed hangers, clips, and directions. 
These are suited to pupils who cut well and with care. They require exact 
tracing, careful fitting of parts together, neatness, and care in saving each 
tinj' piece of tissue paper. 

Silhouettes. 

White drawing paper 5 inches by 3 inches. Put on a light blue wash. 
Use a pattern of a sky line (houses, chinch spire, trees, etc.) cut in one piece. 
Cut this from black paper or trace and color black. Place at the bottom 
of the picture. On the blue above place a star. Make variations. 

Christmas eve silhouette. Drawing paper 9 inches by 12 inches. Dark 
blue wash. Black sky line as above. Houses about 3 inches high and spire 
of the church much higher. In the sky above the houses, black outline of 
Santa in his sleigh with reindeer, placed as though sailing through the air, 
the deer going toward the upper right-hand corner of the paper. Behind 
the deer nearest the sleigh draw a large round moon, and cut it out that it 
may look as though the deer were across its face. Prick tiny holes all over 
the sky. Paste transparent paper on the back of all, coloring yellow the 
round space behind where the moon was cut out. Hold to the light. 

Other silhouettes, — animals in all positions, household pets, occupations. 

Crepe Paper (printed figures). 
Butterflies. Cut from sheet very carefully. Measure a light wire from 
the tip of one wing down to center of body, up to tip of opposite wing: 
bend where it touches the body and paste to the back of the butterfly. 



PAPER WORK. 83 

Another butterfly to match or one cut from drawing paper should be pasted 
on the back. Bend into desired position. 

Fairy wands for drills and plays. Wind a light stick with colored tissue 
paper. Make one large and two small butterflies as above. Wind an 
eight-inch piece of light wire around a lead pencil to form a light spiral 
spring. Fasten one end around the body of a butterfly and the other to the 
end of the stick. Finish the other end of the stick with long streamers as 
follows. Fold half a sheet of tissue paper to any convenient fold and cut 
very narrow strips to within two inches of the top. Wind this plnin top 
around the end of the stick and paste. 

Birds. Printed sheet of bluebirds. Cut out two birds that are alike 
but flying in opposite directions. Mount one on drawing paper and cut out, 
then paste the other on the back. Hang several in the window or suspend 
by threads from above. 

Cut out two birds as before, leaving on a little of the white paper. Paste 
together except in one place on the back; push cotton inside and fill out the 
bird as much as possible. Cut out extra wings, wire and fasten to body. 

Fall leaves. Printed sheet. Cut out and fasten to bare branches. 

Santa Claus. Cut out two, leaving one-fourth inch of white paper all the 
way around. Measure the distance from the bottom of the boot to the 
waist-line. Cut a piece of heavy wire twice this length plus 6 inches. Cut 
a rectangle of heavy cardboard 1 inch narrower than Santa's waist and 
4 inches long. Fasten the middle of the wire firmly across one end of the 
cardboard. Paste the two Santa figures together with the wire standard 
between, having the ends of wire bent and passing clown each leg and pro- 
jecting 1 inch beyond the foot. Paste only at the outside edges and leave 
a space at one side for stuffing with cotton batting. Stuff out the jacket 
as round as possible. Close up the side. To trim, paste cotton over the 
ermine and touch it with ink with a brush. Put on cotton whiskers. To 
make Santa stand, run the wires projecting from his boots through a large 
square of cardboard, bend underneath, and fasten. 

Thanksgiving turkeys. Follow in general the directions above. Make 
the claws so that the bird will stand. At paper stores find ideas and pat- 
terns for all seasons of the year. 

Paper Flowers. 
The making of paper flowers gives valuable framing in delicacy of touch. 
Through this work interest in real flowers may be aroused leading to pro- 
tection of neighbors' gardens, protection of roots of wild flowers when pick- 
ing them, knowledge of names of flowers and appreciation of color. Have 
flowers present when possible. Children copy. Make patterns while study- 
ing growth, number and shape of parts, etc. 

Paper Dolls. 
Through this work strive to arouse a love for good color schemes and 
daintiness in dress. 

Books. 
Peter Rabbit Book. Outline in "Primary Education," 1917. Cut, 
color, and make into a book. 

Mother Goose Book. As above. Outline in "Primary Education," 
June, 1917. 



84 THE BOSTON WAY. 

Book of Winter Fun. Pages made of blue paper. Snow represented by 
white drawing paper torn as desired for level or rising ground. Represent 
children rolling large snowball, sliding, dragging sleds, snowballing, skating, 
making snowman or fort. Cut the snowballs from white paper. Cut out 
the children and make coats and caps for them; paste on. Place in good 
positions in the pictures. 

Animal Alphabet Book. Hektographed outlines of 25 animals, — alligator, 
bear, camel, duck, elephant, fox, goat, horse, ibex, jerboa, kangaroo, Hon, 
monkey, narwhal, ostrich, pig, quail, reindeer, seal, tiger, urchin, vulture, 
walrus, yellowbird, zebra. Cut, color and mount. From a sheet contain- 
ing the alphabet (large and small letters) cut and color the letters and mount 
each on the page with the animal of whose name it is the initial. The page 
for X contains only the letter. 

Sand Table Scenes. 

Indian Scene. Tents, canoes, trees, pappoose in cradle hanging from 
tree, lake, dogs, men, men on horseback, rabbits, squaws sitting on ground 
or standing, tripod with kettle. Make kettle from plasticene, tripod from 
reeds or sticks, place pieces of reed under kettle as for fire. Indians pad- 
dling in canoes. Some canoes out of water. Wigwams. 

Japanese Scene. Houses, people, girls with babies on their backs, women 
in beautiful dresses, temples, lakes, bridges, rocks, trees, jinrikishas with 
running men. Make cherry blossoms and paste on branches. Use hek- 
tographed patterns. 

Eskimo Scene. The lake. Use cotton to represent snow. Eskimos, 
dogs, canoes, igloo, icebergs, sledges, seal, walrus, white bear. Draw a 
picture of icebergs and setting sun on the blackboard just behind the scene. 

Dutch Scene. Houses, windmills, boats, sledges, boys and girls, men and 
women in native costumes, gardens of tulips, water carrier, cart with milk 
cans, drawn by dogs; sailboat, ocean (represent by glass), people on the 
beach sitting, standing, playing. 

Home Life. The pupil's home village or section of city. Street cars, 
buildings, those especially which are historical or beautiful in architecture, 
people on street, telephone poles and wires. 

Occupations. Lumbering, ice-cutting, agriculture. 

Posters. 
Outlines found in educational magazines. See bibliography. Months 
of the year. (Use on large mount or as heading for blackboard calendar.) 
The Goose Girl. Mrs. Hen's Family. Bobbie's Puppies. John and his 
Pigs. Dorothy's Bunnies. The Snow Man. Polly and the Pumpkins. 
The Japanese Girl. The Swans. Mother Goose Outlines. 

Jointed Cut-Outs. 

Printed patterns may be bought from school supply houses, or hekto- 
graphed outlines given the children. Mother Goose people. Teddy bears. 
Pilgrim man and woman. George Washington. Parts of the body are 
cut out separately and joined with brass paper fasteners, thus admitting of 
different positions. 

Owl. Hektograph a good sized outline. Color, cut, and mount on a bare 
twig. Push the twig through the paper behind the claws and out again. 



PAPER WORK. 85 

May Baskets. 
Use paper folding lessons. Decorate with good designs. 

Easter Tokens. 

Card with Easter symbol traced from pattern and colored, or cut out and 
mounted. 

Card 8 inches by 5 inches. Background dark blue. Tear the repre- 
sentation of snow from white drawing paper and paste along the lower 
edge. Cut large yellow moon. Paste behind the horizon half above 
it. Cut out a standing rabbit. Place on the snow with head and ears 
against the moon. 

Card with duckling (cream colored) and egg (white). Tear the egg into 
one large piece and two or three smaller pieces. Paste. Paste the duck- 
ling in front of the egg. In upper left corner draw an oblong and print in 
it "Easter." 

Card with butterfly cut and colored. Card may be colored or white. 
If colored cut a white oblong, mount below the butterfly and print the 
words "A Happy Easter." 

Card with standing children holding flowers or plant. 
Flowers of paper mounted, or bouquet with card. 
Flowers from crepe paper napkins cut out and mounted. 
Standing bunnies. Standing Bunny dressed like Peter Rabbit. 
Candy box with duckling on each of the four sides. 
Chicken coop. Folding and Cutting lesson. White paper (8 inches by 
3 inches). Fold on short diameter. Turn up each end one-fourth inch. 
This forms top of coop, and the ends fit inside the ends of the floor which is 
made as follows. Paper 4 inches by 3 inches. Turn up one-fourth inch 
at each end and crease well. Cut places for the slats across the front of the 
coop. Forthe slats use one-half inch strips (folded lengthwise to one-fourth 
inch width to stiffen them) . Each child furnishes his coop as desired, hens, 
chickens, corn, feeding box or pan, etc. 

Easter baskets. Frill pink tissue paper and cover half an egg shell. 
Plant in it mustard and radish seeds in cotton. Bore holes in the shell for 
hanging. 

Circles of Paper Dolls. 
First cut dolls from folded paper making a long fine of dolls holding hands. 
Second lesson,— cut out a large circle from colored paper. Fold it in six 
equal parts. Cut the dolls from this in the same manner as for the fine of 
dolls. The head may be at center or outer edge. Be sure to have the 
hands joined. Cut fat dolls, slim dolls, boy dolls, dolls with differently 
shaped skirts. Paste the opened circles on white paper. 

Spring Decorations. 
Apple blossoms. Pink and white tissue paper. Cut two five-petaled 
flowers, one pink and one white about the diameter of a twenty-five cent 
piece. These are sewed together and from one to ten such flowers are 
strung at intervals on one string. These strings are tied to a long string 
stretched across the room and from it are also hung either birds or butter- 
flies. 

Pond lilies and frogs. White and green tissue paper. Cut a six-leaved 



86 THE BOSTON WAY. 

flower from each. Cut yellow paper into fringe for the center. Sew 
together. Use with frogs on strings across the room or in a sand table pond. 
Sunflowers and daisies are well adapted to decorative purposes. 

Hallowe'en. 

Brownie ring. Fold paper several times as for a string of dolls. On out- 
side fold draw a brownie with pointed shoes and cap. Cut out. Color in 
woodsy autumn colors. Join in a ring. Cut out and color little pumpkins 
of suitable size and paste where the hands join. 

Stuffed pumpkins. Orange crepe paper. Cut an oblong. Paste the 
ends together. Gather one edge together and tie tightly. Turn "wrong- 
side out." Stuff full with something soft. Gather up the open edge. 
Shape into a pumpkin. Wind the stem with green paper. Cut a pumpkin 
"face" from printed crepe paper and paste on one side. 

Pumpkin transparency. Cut pumpkin shape from orange paper. Cut 
out eyes, nose and mouth as grotesque as desired. Paste black paper be- 
hind all and paste on the window pane. 

Use pumpkin faces cut from printed crepe paper in the same way. 

Make banners using the Hallowe'en symbols. 

Hang about the room silhouettes of cats large and small, owls, bats, and 
witches. 

Candle shade. Square cardboard shade with pumpkin face from printed 
cr£pe paper let in to each of the four sides as a transparency. 

Christmas. 

Silhouette of wise men and camel. Make a picture with a large star in 
the sky. 

Table scene with Santa and reindeer. 

Poster. Santa and reindeer with large sleigh. Trees and houses in 
silhouette. Santa riding over the snowy hills. Good patterns may be 
traced from printed crepe papers. 

Candy boxes. Fold and construct boxes of any good shape and decorate 
with Christmas symbols. 

Stocking box. Cut out a stocking shape planning an extension at the 
top which shall fold at the back and make a box. Make in several colors 
to use on Christmas tree. 

Book marks. Cut out a narrow strip of paper. Decorate simply and 
put a star on the lower end. Or — cut a diamond shape, fold in the middle 
the shorter way and decorate each side. 

Candle and holder. Cut candle holder from dark paper, the candle from 
light colored paper, and flame yellow. Mount. Candle may be cut from 
sandpaper thus making a match scratcher. 

Cut out three green trees exactly alike. Paste left side of each to the 
right side of the next. This will make a three-sided tree. Insert in the 
top of a decorated paper box or a tub. 

Paper Tearing. 
Tearing has its place in paper work. Begin with simple objects — fruits, 
tools, cooking utensils. 

Make snowflakes by tearing. See bibliography. 



PAPER WORK. 87 

Paper Folding. 

Material — paper squares (6 inches) any color. Strive for accuracy. 
Create for use. 

Book. Fold once. Make several. Place one within another. Fasten. 

Napkin. "Book" fold again folded to make a square. Make several. 
Pile. Sort colors. 

Wall pocket. "Napkin" fold. Find the free corners. Fold back one. 
Repeat with larger paper. Hang on wall. 

Pocket book or bag. "Wall pocket" fold. Turnover. Fold back one 
corner. 

Soldier cap. "Wall pocket" fold. Turn over. Fold back three cor- 
ners together. Repeat in newspaper to wear for marching. 

Fireman's cap. Make "soldier's cap." Press open bringing together 
bottom corners, forming a square. Double back one corner. Repeat in 
newspaper. 

Envelope. Fold on each diagonal. Fold corners to center. Write 
letter and put it in the envelope. Add address. Fasten with gummed disc 
or seal with wax. 

Picture frame. "Envelope" fold. Fold corners back to edges. Paste 
picture inside. 

House. Fold "book." Open. Fold "book" the other way. Fold 
edges to center making sixteen squares. Open. Repeat "book" fold. 
Notice long open edge. Fold one corner back to the center line on the open 
edge. Press down the resulting triangular pocket for one end of roof. 
Turn over. Fold top corner square on its diagonal to complete the roof. 

Barn. Repeat "house" through the first end of roof. Fold the other 
end in the same way making barn doors. 

Settee or piano. Repeat " barn. " Fold the lower center squares to right 
angles of roof for seat. Fold ends to meet seat. 

Dish or table. Fold "book." Open. Fold opposite edges to meet the 
center crease. Make the same folds in the opposite direction thus forming 
16 squares. Fold the diagonals. Strengthen the diagonals of the four 
corner squares to make dish. Invert for table. 

Square tray. Fold 16 squares. Hold folded as for "book" and cut in 
on one side of the corner squares. Bring one square over the other at each 
corner and paste. 

Basket. Fold 16 squares. Cut off one row and save this strip for handle. 
Cut in at one side of each corner square, bring over and paste as in tray. 
Paste handle at middle of longer sides. 

Cradle. Proceed as for "basket." From the strip which was cut off 
cut two rockers, each having one curved edge. Paste one at each end of 
cradle. 

Box. Fold 16 squares. Cut off one row. On each long edge cut in one 
square on each of the 3 creases. Fold the squares over each other to form 
cube. Paste or tie a string around. 

Chair with rockers. Repeat "box" but when pasting leave one square 
standing up for back. Paste on rockers cut from the extra strip. 

Bureau. Three six-inch squares and one half of a fourth square. From 
the first square make "tray." Fold each of the other two in 16 squares. 
Cut off one row. Cut in at one side of each corner square, bring over and 
paste to form oblong tray. Fit these into the square tray for drawers. 



88 THE BOSTON WAY. 

Draw handles with crayon. Paste the one-half square on the back of the 
bureau having half of it extend above the top for a mirror. Cut shape of 
mirror as desired. Draw good designs on the bureau. 

Salt cellar or May basket. Fold the "book" fold each way. Fold each 
corner to the center. Turn paper over. Again fold corners to center. 
Again turn paper over. Strengthen the folds on both diameters by creasing 
hard. Slip fingers into each of the compartments (under the free squares) 
and open them out into pockets. Press the fingers together bending the 
paper back on its two diagonals. This will stand. Fill the pockets with 
tiny flowers and hang by colored thread from the point in the center. 

Beauty forms. Fold "book " each way. Fold each corner to the center. 
Turn the paper over. Fold each corner to the center. Turn the paper 
over. Fold back each open corner. If desired fold each corner in again to 
the crease made by the preceding fold. 

Doll House Suggestions. 

House. A large hat box. Make doors and window holes. Slant roof 
of stiff cardboard scored in the middle. This gives an upper story for bed- 
room. Have parlor and dining-room below. Furniture may be made of 
corners and sides of candy boxes and other small boxes. Fasten pieces to- 
gether with court plaster or adhesive plaster, or gummed strips saved from 
flaps of used envelopes. Paper the rooms with wall paper. Draperies of 
tissue paper or beads. Bedding of tissue paper. 

Parlor. Piano (keys drawn on, black keys made with ink), one rocker, 
other chairs, round top table, rugs (paper weaving), tiny pictures, lamp 
(picture or otherwise) suspended from ceiling. 

Dining-room. Sideboard with drawers, handles and locks drawn on, 
table, chairs, couch with cover of colored paper, table linen piled in the 
drawers, tiny dishes cut from drawing paper, centerpiece of cut-work on the 
table, bird cage (fine wire and thread) and bird hung in the window, potted 
plants at windows, pictures of fruit. 

Bedroom. Bed, chairs, bureau, closet containing clothes for the family. 

Dolls. Any number. 

Cat. May be changed from room to room. 

Barn. Built much like the house. Have a slide door. 

Hay. Finely cut tissue paper. 

In the stalls animals made of cardboard and colored. Horse, cows, pigs, 
hens, sheep. 

Farmer with three-legged milking stool and milk pail. 

Ladder leading to hay mow. 

Bibliography. 
Magazines. 
For Mother Goose Outlines and Poster Supplements, "Normal In- 
structor and Primary Plans." Owen Pub. Co., Dansville, N. Y. 
Primary Education. 

For designs and patterns. (In addition to the above.) 
School Arts Magazine. 
Popular Educator. 
Ladies' Home Journal. 
Woman's Home Companion. 



PAPER WORK. 89 

Something to Do. 

Article on "Paper Tearing" in Primary Education, Jan., 1908. 

Books. 
Primary Manual Training. By Caroline F. Cutter. 
Manual Training (Cardboard Constructions). By J. H. Tryborn. 
Edited by Milton, Bradley Co. 

Paper and Scissors in the Schoolroom. By Emily Weaver. 
A Year of Primary Occupation. By Etta Merrick Graves. 
What and How. By Palen and Henderson. 



90 THE BOSTON WAY. 



WEAVING. 



Aim. 

To arouse appreciation of fabrics. 

To develop accuracy, strength and skill. 

To produce articles of use and beauty thus leading toward industrial 
efficiency. 

To give number experience. 

Note. — Weaving has been found to have a prophylactic value with many 
neurotic children. 

Suggestions. 

Teach the names of materials and the vocabulary of weaving, loom, 
needle, shuttle, heddle, warp, filling, shed. 

Warp tightly. Vary the distance of the warp threads from one another 
according to the fineness or coarseness of the filling. 

On the small looms this may be done by skipping nails after some regular 
plan. 

Plan 1. Over one nail, skip none. 

Plan 2. Over one nail, skip one. 

Plan 3. Over two nails, skip none. 

Plan 4. Over two nails, skip one. 

Plan 5. Over two nails, skip two. 

For beginners or those who find it very difficult to keep the place, string 
up a loom with alternate warp threads of different colors. 

To fill a shuttle wind not around and around but under so as to come up 
through the opening at both ends, thus describing a figure 8 over the edge. 
This prevents twisting. 

Weaving should progress away from the operator throughout. 

Do not draw the filling in tightly. Strive for straight edges. 

Insert a new thread by lapping by the one finished, under one warp 
thread away from either edge. Leave both ends on upper side which is the 
wrong side when finished. 

A shed may be formed by weaving in a wooden ruler or an extra needle 
and turning it on edge. After passing the shuttle through, turn the ruler 
down flat and keep it in the work for use each time the filling is to go in that 
direction. 

To finish the weaving with a selvage at the ends, pull the warp thread 
up and down through the filling till snug. 

To finish with fringe, double a few short pieces of filling, put the loop 
formed down through the loop of warp thread and then put both ends 
through it, pulling snugly. 

Another method. Finish with selvage or hem then use a crochet 
hook to pull the loop of doubled fringe through the end. 

Fringes may be trimmed with a paper cutting machine. 

Insist on good color combinations. Use natural for the main color in 
working with jute. 



WEAVING. 91 

Weaves. 
(u = under; o = over.) 

1. First row — u 1, o 1. Second row — o 1, u 1. Repeat. 

2. First row — u 2, o 2. Second row — o 2, u 2. Repeat. 

3. First row — u 3, o 3. Second row — o 3, u 3. Repeat. 

4. First row — u 1, o 2. Second row — o 2, u 1. Repeat. 

5. First row — u 1, o 2. Second row — o 1, u2. Repeat. 

6. First row — u 1, o 3. Second row — o 1, u 3. Repeat. 

7. First row — u 2, o 3. Second row — o 2, n 3. Repeat. 

8. First row — o 2, u 2. Second row u 1, then like the first row. Third 
row like first. Fourth row — o 1, u 2, then like first. Repeat the 4 rows. 

9. First row — o 1, then u 2, o 2, to end of row. Second row — o 2, u 2. 
Third row — u 1, then o 2, u 2, to the end. Fourth row — u 2, o 2. Repeat 
the 4 rows. 

10. First row — u3,ol. Second row u 2, then o 1, u 1, to the end. Third 
row like first. Fourth row u 1, then o 1, u 3 to the end. Fifth row o 1, u 1. 
Sixth row like fourth. Repeat the 6 rows. 

11. First row — u2,ol. Second row u 1, then o 3, u 3 to the end. Third 
row like first. Fourth row — o 1, then u 3, o 3, to the end. Repeat the 4 
rows. 

12. First row — o 3, u 3. Second row — o 1, u 1. Third row like first. 
Fourth row— u 3, o 3. Fifth row— u 1, o 1. Sixth row like fourth. Re- 
peat the 6 rows. 

13. First row — u 2, then o 3, u 3 to the end. Second row— o 1, u 2. 
Third row like first. Fourth row— u 1, o 2. Fifth row— o 2, then u 3, 
o 3, to the end. Sixth row like second. Seventh row like fifth. Eighth 
row like fourth. Repeat the 8 rows. 

14. First row — o 2, then u 1, o 3 to the end. Second row — o 1, then u 
3, o 5 to the end. Third row — u 2, o 1, u 2, o 3. Fourth row — u 1, then o 
3, u 2, o 1, u 2. Fifth row like third. Sixth row like second. Seventh 
row like first. Eighth row — o 5, u 3. Ninth row like fourth. Tenth row 
like third. Eleventh row like fourth. Twelfth row like eighth. Repeat 
the 12 rows. 

15. First row — o 2, u 2. Second row — u 1, then o 2, u 2 to the end. 
Third row like first. Fourth row like second. Fifth row like first. Sixth 
row — u 3, o 1. Repeat the 6 rows. 

Materials and Models. 

Hamilton weaving mats. Wooden weavers. 

Oilcloth mats, 12 inches square, slits 1 inch apart. Use wooden splints 
for weavers. (Good for children who have poor control of hands.) 

Kindergarten mats of paper. Wide papers for beginners. 

Warp of jute, woven with roving. Warp by plan 4. Small and large 
mats, iron holder, doll's rug, marble bag, school bag, doll's hammock. 

Warp thread woven with roving. Warp by plan 4. Mats or holders. 
For a thick holder, weave twice as long as desired, double and sew to- 
gether. One half may be of one color and the other half of another. 
Form a loop at one corner. 

Warp thread woven with jute. Warp by plan 3 or 4. Small mats and 
rugs. Beginners may cut a supply of pieces of jute, six inches longer than 



92 THE BOSTON WAY. 

the width of the mat, and weave each in separately, leaving an equal amount 
on each side for fringe. 

Bag. Weave mat as above, full size of small loom, finish ends with 
selvage, double and stitch up at the sides. Trim the fringe rather short. 
Sew on two strong braided handles (12 strands of jute). Leave ends of 
handle an inch below the sewing to form a tassel. A pleasing effect for 
surface or border is made by using two colors of jute, weaving with them 
alternately, once across of each. 

Holder. Warp thread woven with strips of calico or gingham 1 inch 
wide. 

Warp thread woven with worsted. Doll's hammock. Cardboard loom 
of the size desired for bed of the hammock. Ratio of length to width about 
5 to 3. Sew two brass rings to the middle of back of loom. Tie one end 
of the warp into a ring and warp back and forth from one ring to the 
other, the thread passing through the notches at the end and around the 
front of the loom each time. Weave with Germantown or carpet warp. 
Weave close to each ring for 5 inch. Weave the face of loom full, cutting 
off the weaver each time across and leaving a fringe on each side. To 
take off, cut the rings from the cardboard. 

Worsted warp and filling. Use cardboard looms. A. B. C. looms with 
directions. Doll's clothing, — tam-o-shanters, stocking caps, skirts, coats, 
muffs. 

Doll's or baby's hood. For a small baby, 8-inch square of heavy card- 
board. Letter the sides a, b, c, d, a to be the front, b the top, c the back, 
and d the neck. Cut side c in a curve to fit the back of the head, out at the 
middle, in a little at the top and more at the neck. Parallel with, and 1 
inch from b, pierce a row of holes j-inch apart and extending from 1J 
inches distant from a to j inch from c . Parallel with d do the same. To 
warp, tie a tight knot in the worsted 5 inches from one end. Sew this short 
end through a hole at d drawing it through to the knot. Sew the other end 
through the opposite hole at b and tie the two ends in a tight hard knot close 
to the hole at d. Tie a bow knot over the hard knot. Loops and ends of 
this knot 1 inch long form a fringe at the neck on one side. After weaving, 
tie in a similar fringe on the other half above the knots. Weave closely 
carrying the worsted on around sides a and c. The first time around just 
above the knots, run the needle through the warp threads instead of over and 
under. Start new threads at a. When woven full, cut along the edge 
at a, turn and sew back to form a fringe around the face. Tear out the 
loom. Cut open at the neck between the two rows of knots. Use ribbon 
or twisted worsted with tassels for strings. 

Dexter cotton. Warp and filling each two threads. Warp by plan 3 or 
4. Face cloths and kitchen cloths. 

Square table mat. Warp and filling as above. Weave over two double 
threads and under two double threads. After passing the shuttle in one 
direction, pass it back in the opposite direction through the same shed 
leaving a 25-inch loop at the side to form a fringe. Then weave again, 
having rows 3 and 4 together but alternating with 1 and 2. Tie (or sew) 
the side fringe before cutting from the loom. Cut the warp threads as long 
as possible, two at a time and tie. Leave those at the four corners until 
the last. Trim the fringe to a uniform length. 



WEAVING. 93 

Flat-iron cleaner. Warp with four strands of Dexter cotton. Weave 
with 1-inch strips of old white cotton cloth. 

Raffia warp and filling. Plaid mat, 8 inches square. Warp with raffia 
by plan 1. First plan on paper a simple plaid of a few colors. Follow this 
plan in warping and weaving. Comb the fringe with a metal comb till fine 
and soft. 

Blotter top. Circular cardboard loom. Pass the needle under the warp 
strand, then take a back stich over it to give the effect of ribs radiating 
from a center. 

Brush-broom holder. Four-inch Schute weaving mats (round). String 
with warp thread or heavy mercerized cotton. Weave with raffia on one 
side only. Sew a design over the edge. Fasten two of these together 
witli braided cord and tassels of raffia. 

Small semi-circular bag. Warp thread, or macreme' cord woven with 
raffia. Six-inch circle of cardboard. Holes {-inch apart, slightly more 
than half way around the edge. Five yards of warp thread. Put through 
the end holes and tie in a firm hard knot 6 inches from one end of thread. 
Leave this end to begin the weaving later. Thread the long end, sew 
through the hole equi-distant from the ends, over the thread stretched 
across the card, back through the hole next the middle one, over the thread 
stretched across on that side, through the hole next the middle on the 
other side, over the thread stretched across and so on back and forth from 
one side of the card to the other till a semicircle is strung. Begin the weav- 
ing at the center with the end of warp and weave back and forth about 
three times, then begin witli raffia. Near the outer edge weave a border of 
a color to match the warp. Weave very full. Tear out the loom. Turn 
inside out. Sew on two handles of braided raffia. 

Round card tray. Six-inch Schute weaving mat. String with warp 
thread, or cord. Weave with raffia. ' Around the edge thread in loops 1 
inch tall of No. 1 reed by coming up through one hole, twisting over like 
a letter 1 and going down through the next hole. Through these loops 
weave several strands of raffia to match the border, or tie each two loops 
together with tiny bows of raffia. 

Sofa pillow or porch pillow. Weave two large mats. Fasten together 
by knotting the fringe. Weaving under five and over five and using five 
strands as a weaver gives a good effect. 

Bead and Ffardanger work and thread drawing. Advanced classes may 
work on small bead looms. 

Large rugs. Carpet warp. Weave with jute or with cotton or woolen 
strips. Old knit under clothing is easily dyed and makes excellent rugs. 
W T eave f inch on each end with warp thread and turn under for a hem. 

Mending. Darning stockings or fabrics. 



94 THE BOSTON WAY. 



SHAWL MAKING. 



Frames. 

Large. Should be constructed of thick heavy stock (about 3" x %")• 
Inside measurements 7| ft. x 7Jft. Two-inch brads should be driven into 
each side (set about 1" apart) until there are 90 on each side. Take care 
to place one of these brads in each corner. This frame will require approx- 
imately 36 skeins of fourfold Germantown. 

Small. Thick heavy stock. Inside measurements 5 ft. x 5 ft. The 
brads on each side (as above) are sixty-two in number. Requires 20 skeins 
fourfold Germantown. 

Directions for Making. 

1 . Take 3 strands from 3 balls and use as one. Tie in knot on 6th brad 
from upper left corner. Go up and down across frame (under 2 brads each 
time) until reaching 6th brad from right corner. These are the first set of 
Verticals. 

2. Use 3 strands and begin at the 6th brad from the top on the left side. 
Go across the frame back and forth until reaching the 6th brad from the 
lower corner. These are the first Horizontals. 

3. Begin at 12th brad down on the left side, using 2 strands of yarn, 
and go across the frame diagonally until 12th brad on right side is reached. 
These are the first Diagonals. 

4. Begin at 12th brad on right side, using 2 strands of yarn and cross 
as in (3) but diagonally opposite. 

5. Put on a second set of Verticals over first set using 3 strands as in 

(1). 

6. Put on second set of Horizontals over first set using only 2 strands, 
but following directions as in (2). 

7. The third strand of yarn for second set of Horizontals is used in tape- 
needle or bodkin to tie knots. If two different colors of yarn are desired, 
start at (3) or the first set of diagonals, by using 2 strands of the second 
color. 

Detail of Knot. 
Have bodkin threaded with a strand of yarn, just as a needle would be 
for ordinary sewing. In the mesh of the shawl pick out the "diamond" 
formed by the verticals, horizontals and diagonals. Insert needle through 
upper right hand space, bring under, up through diagonally opposite left 
hand space, and through loop formed of yarn. Pull tightly. Proceed in 
same manner in opposite spaces, that is, insert needle through lower right 
hand space and up through upper left hand space, drawing tightly through 
yarn loop. Thus each bunch of threads is tied twice in opposite directions. 
Continue all over the mesh attaching thread from time to time by knots. 



CHAIR CANING. 95 



CHAIR CANING. 



Materials. 
Chair; bundle of cane; piece of binding; two or three pegs. 

Suggestions. 

If possible, mark the holes where the first of the upright rows of cane 
started, and the first of the horizontal rows, before cutting out the old seat 
of a chair. 

If the cane seat has been cut out, find the center holes and work towards 
the ends, for the first step. There are two methods of caning a chair used. 

First Method. 

1. Put in a row of vertical lines of cane. 

2. A row of horizontal lines of cane. 

3. Another row of vertical lines. 

4. A row of horizontal lines — first across one of the upper vertical 
canes — then under the lower vertical one, pulling the upper vertical cane 
in each group to the right and going under or over as the case may be. 

5. A diagonal row of cane, start at the lower left-hand corner. The 
new piece of cane goes under the vertical pairs, and over the horizontal 
pairs to the right. 

6. A diagonal row — starting in the lower right-hand corner and going 
over the vertical groups and under the horizontal groups. If the seat is 
a round one, there will be places where the diagonal canes will begin or 
end in the same hole. Either cut the cane and start again or start from 
opposite corner. 

Binding. 
Start a length of binding at one corner of the chair. Lay it along the 
chair, covering the holes. Turn up a piece of fine cane through every other 
hole, across the binding and back again. If the chair is a square one, start 
a new piece of binding in each corner. Hold binding in place at the corners 
by putting in pieces of heavy reed or small dowels. 

Second Method. 

1. Put in a row of vertical lines of cane. 

2. A row of horizontal lines of cane. 

3. A diagonal row. 

4. A vertical row. 

5. A horizontal row (over and under weaving). See 4, Method 1. 

6. A diagonal row. 



96 THE BOSTON WAY 



REED WORK. 



"The working hand makes strong the working brain." 

Basketry is one of the oldest of crafts. It was the beginning of all textile 

work. It may be placed foremost as a means for developing the creative 

spirit in the child. 

Material. 

Reed (rattan with the dry husk removed) is an endogen growing in 
foreign tropical countries. It twines about trees and hangs from branch 
to branch. It is sometimes hundreds of feet in length but rarely more 
than one inch in thickness. For use it is stripped of its bark and leaves 
and split into round and flat strips of various sizes. The sizes of round 
reed commonly used, are Nos. 1 to 5. The natural color, or brown and 
green of the dyed colors, are best. 

Tools: cutting pliers, pincers, awl, knife, ruler, deep pail for water. 

Suggestions. 

Pull out reeds from the loop end of the twist and make into individual 
coils. Soak till flexible before using. Warm water soaks the reed more 
quickly than cold. Too much soaking injuries the reed. Coarse reed 
may be soaked one-half hour; fine reed ten or fifteen minutes. When the 
reed is to be turned abruptly in process of making the basket, wet it again. 

It is well to have the spokes at least two numbers coarser than the weav- 
ers, except in small baskets where there may be a difference of one number 
or none. 

Use awl to make an opening for inserting a new spoke if one is broken 
or to run down between the weaving, to straighten crooked spokes. 

Cut the ends of the reed obliquely to avoid splitting. Decide number 
and size of spokes definitely before beginning a basket, thus avoiding 
waste and teaching accuracy and forethought. 

The child should hold the outside of the basket toward himself with 
spokes pointing away from him. 

The weaving should progress toward the right. 

Start a new weaver by crossing it and the finished weaver behind a spoke, 
lapping about one inch. End and begin weavers on the inside of baskets 
and outside of trays. 

If a spoke breaks, cut it off and insert a new one. 

Strive for an even arrangement of spokes and true and even corners. 

Press the weaver with the forefinger under and over the spokes as closely 
as possible. 

If one color is desired apply a good wood dye or stain to the finished 
basket. For color contrasts, dye material before weaving. 

Ways of inserting spokes in wooden bases: 
Glue them in. 

"Hair pin." Even number of spokes necessary. Insert the 
spoke down through one hole and up through the next. 



REED WORK. 97 

Lock. Insert one spoke in each hole and lock underneath; that 
is, take each spoke in turn and weave behind one, in front of the next, 
and in. 

Weaving. 

Single weave. Odd number of spokes. Over one, under one. 

Double weave. As above, using two weavers as one. 

Japanese weave. (Even number of spokes not divisible by 3.) Over 
two single spokes or pairs and under one single spoke or pair. This is 
excellent for use with the sixteen spokes of the "Indian Center." 

Pairing weave. (Odd or even number of spokes.) Insert two weavers 
separately behind two neighboring spokes. In weaving cross the left 
weaver over the first spoke, under the next one and out. Take the other 
weaver and do the same. 

Triple twist. Useful to give a firm line at base or border. Insert three 
weavers separately behind three successive spokes, and beginning with the 
weaver at the left, bring it in front of two and behind one. Work with each 
in turn in the same way. If the spokes are of an even number which is 
divisible by three, go in front of one and behind one at the end of each row 
to change the order. 

Quadruple twist (better known as a coil) . Useful at the base of a basket 
when turning up the spokes to weave the sides. Holding four weavers, 
cross three spokes instead of two, as in the triple twist. 

Indian center and ribbon weave. Divide sixteen spokes into groups of 
four. Lay the first group vertically on the table, the second horizontally 
and the third and fourth diagonally, forming a "star." Mark with pencil 
the exact middle of each spoke as an aid to accuracy. One child may hold 
while another weaves. With the left hand place a weaver under the group 
to the left of the vertical. Weave over the vertical set, under the next, and 
so on four times around. Then take "false weave" by going under two 
groups once, and again go around the center four times. From this point 
use the Japanese weave. 

Borders. 

1. Back of two spokes and out the first time around, over three and 
down the second time around. Cut surplus ends. 

2. Back of one spoke and out, across one spoke and down, across two 
spokes and out. 

3. Back of two spokes and out, over two and down, over three and 
down. Press down with the left thumb but keep the thumb on a level with 
the top. 

4. Back of two spokes and out, over three and down, over two and down, 
over one and down. 

5. Bring each spoke over the spoke on the right, back of the next one, 
over the next, back of the next, over the next, back of the next and out. 
The first part of the border should be left loose, so that the last spokes may 
be woven in. 

6. Open border. Insert each spoke in front of the next spoke to the left. 

7. Taking each spoke in turn, cross on top of the first spoke to the left 
and insert in front of the second. 

8. Taking each spoke in turn cross on top of the first and second spokes 
to the left and insert in front of the third. 

7 



98 THE BOSTON WAY. 

When making an open border, push the spokes at least one inch below 
the edge. 

Baskets with Wooden Bases. 

These bases may be round, oval, square or rectangular, and of many 
sizes. If rectangular bases are used, always put dowels in the four corners 
to keep the shape of the basket. 

1. Pin tray. Six-inch round base. Twenty-one holes are enough. 
Eleven-inch spokes (No. 2 or No. 3). Insert and lock. Single weave for 
one inch. Add border No. 1. 

2. Flower basket. Six-inch round base. Twenty-four holes. Twenty- 
four-inch No. 2 spokes. Insert and hair pin. With long weavers of No. 
1 reed, pair until the basket is three inches in height, trying to obtain a 
gradual and outward flare. Finish with border No. 6. For the handle 
two twenty-five-inch pieces of No. 4 reed. Insert them on opposite sides 
of the basket three inches apart. Weave No. 1 reed over each part of the 
handle. When approaching the middle, pinch the two handle parts to- 
gether and weave over both. 

3. Oval coaster. Twelve-inch oval wooden base. Ten-inch spokes. 
Insert and lock. Pair for one inch. Border No. 2. 

4. Fruit tray. Eleven-inch round wooden base. Sixteen-inch spokes. 
Lock. Triple twist for one inch. Border No. 3. 

5. More difficult fruit tray. Twelve-inch base. Fifty-six holes. 
Hair pin twenty-eight thirty-six-inch spokes. Have four long weavers 
ready. Pair for one inch. Border No. 4. 

6. Oval serving tray. Twelve- by nineteen-inch oval base. Uneven 
number of holes. Eighteen-inch spokes. Do triple twist once around 
beneath the base, and then finish by locking. Triple twist above the base 
for one inch. Choice of borders 1 to 4. Add reed or brass handles. 

Other baskets in this group: a work basket with border No. 5, a waste 
basket, a window box. 

Baskets with "Commercial" Bases. 

Half of the spokes are slit in the middle with a sharp knife. The re- 
mainder are pushed through the incisions. 

1. Reed table mat. Eight sixteen-inch (No. 2) spokes. Mark the 
center. Slit one and one-half inches in the middle of four of these spokes. 
Insert the remaining four in these incisions. Soak for a few minutes. 
Bind the spokes firmly together with raffia slightly wet, then begin the 
weaving with it. Over two, under two for one round. Begin the second 
round with a "false weave" (under four). Weave two more rounds, then 
single weave for four rounds. False weave at the beginning of each. This 
transforms the spokes into a "star." Cut one spoke off quite closely and 
single weave with No. 1 reed. No false weave now needed. Three long 
weavers will make the mat six inches in diameter. Choice of borders 6 
to 8. 

Variations: (a) Do not cut the extra spoke and use the pairing weave 
throughout the weaving, (b) Start the mat with eight sixteen-inch 
spokes and one nine-inch spoke. No false weaves needed. 

2. Whisk-broom holder. Two mats as above fastened together with 
reed. 



REED WORK. 99 

3. Flower basket. No. 2 or 3 reed. The above mat as a base. Turn 
the spokes up abruptly. Weave to hold a pint glass jar. No. 4 reed for a 
wide flaring handle. 

4. Work basket. 

5. Fern basket. 

6. Waste basket. Mat for base. Turn the spokes up in a gradual 
flare. 

Baskets with Woven Bases. 

1. Mat or base. Eight sixteen-inch spokes of No. 2 reed. Cross four 
on top of the remaining four. Hold firmly while starting to weave with a 
No. 1 weaver. Proceed as in the table mat first described, cutting off the 
extra spoke after the eighth round. Weave six inches. Add an open 
border. 

2. Cut spokes to suit any desired size of basket. Weave the bottom 
as above, turn the spokes up at any point, either abruptly or gradually. 

Baskets Woven Over a Mold. 
Suggested molds: olive or pickle bottles (large or small), glass jars, 10 
cent glass finger-bowls, glass gold-fish bowls, blue or brown porcelain 
dishes, flower-pots, vases or jardinieres. 

1. Flower basket. Mold: a gold-fish bowl. Start with Indian center. 
No. 2 reed. Thirty-five-inch spokes. No. 1 for weavers. 

2. Violet bowl. Mold: a 10 cent glass finger-bowl. Start with a 
woven mat. Eight twenty-five-inch spokes of No. 1 reed. No. 1 weavers. 
Cut one spoke after the eighth round. Single weave. When the base is 
the size of the bowl, wet and bend the spokes. Continue weaving, follow- 
ing the shape of the bowl. If the bowl slips a large orange makes a good 
weight. First round of top — bring spoke 1 behind spoke 2, spoke 2 behind 
spoke 3, etc. Carry all the spokes down over the outside of the bowl to 
the outside of the base edge; slip the spokes through two rows of weaving 
to hold in place and finish by locking. Or, slip the spokes in a little above 
the base and lock them so that the base of the standard is on a level with 
the base of the bowl instead of underneath. 

When the start is an Indian center, the even number of spokes may be 
used, they being kept in pairs and the Japanese weave used throughout. 
For the top, bring spokes 1 and 2 behind 5 and 6 and so on. Bring the 
spokes down over the outside and finish by locking. 

Baskets without Molds. 

1. Work basket. Sixteen thirty-inch (No. 3) spokes. No. 2 weavers. 
Indian center. Keep the spokes in pairs. Japanese weave. After a 
four and one-half inch base, triple twist once with No. 3 reed. Make the 
basket five inches in height, having first half an outward flare and second 
half an inward flare. Between the flares, triple twist once with No. 3. At 
the top go behind one, in front of one and in, pushing the pairs of spokes 
down hard to make a perfectly flat horizontal border. 

2. Candy basket with high twisted handle. Eight spokes No. 2. 15| 
inches long. No. 1 weaver. Indian center. Japanese weave until base is 
2| inches in width and turn up quite abruptly. Triple twist once with No. 
2. Pair 1§ inches. Wet the spokes and turn outward abruptly. Cut 



100 THE BOSTON WAY. 

two pieces of No. 3 for a handle as long as desired. Insert one each side of 
a spoke, wet and twist them fairly tight. Insert the ends on opposite side 
of the basket. Weave all the turned down spokes until you get a one-inch 
flare, using the handle ends and the spokes between as one spoke. Add an 
open border. 

3. Bonbon basket. As above, omitting handle. When ready for 
border, wet the spokes well and pull each back separately. Then stick 
each one through so that it comes out on the inside of the basket at the 
point where the one inch flare began. With these ends of spokes make a 
shelf by going across one and in, trying to get a flat effect. Make a mat 
cover to fit tightly on the shelf. 

For a variation from Indian center, hold sixteen spokes in groups of four 
in a whirling figure, leaving a half-inch hollow square' in the middle. Pro- 
ceed as in Indian center. 

Other Baskets with Woven Centers, Etc. 

Work basket. with cover. 

Large round mending basket. 

Round work basket shaped like a large collar box, and lined with cre- 
tonne or silk. 

Work box, lined. 

Sewing basket, lined and with bag top. 

Silk party bag with reed base. 

Flower holder with lower part woven over a tumbler and a lace-work 
handle. 

Hanging flower basket for piazza. 

Jardiniere woven with brown and green weavers, and a simple rolled 
border. 

Large marketing basket with heavy durable handle. 

Oval sandwich-tray with small reed handles. 

Round, fairly shallow sandwich-basket with a three-cornered handle. 

Fruit basket, round or melon-shaped. 

Shallow cake-basket with high wide handle. 

"Lace- work" candy basket. 

Low bonbon holder, with handle. 

Low nut-basket, with handle. 

Handles. 

1. Twelve pieces of No. 1 or No. 2. Slip all through the finished top 
of a basket, six on each side of a spoke. Make a three-strand braid. When 
long enough, attach to the opposite side of basket by weaving each piece 
in and out until it is firm, and the whole resembles the beginning of the 
handle. 

2. Piece of No. 5 of desired length. Sharpen the ends. Insert close to 
two opposite spokes. Insert eight pieces of No. 1 at one end and make 
a four-strand braid over the No. 5. Fasten as in 1. 

3. Tray handles. Four six-inch pieces No. 5. Sharpen ends. Put 
two pieces in beside stakes on each side of basket. Insert four pieces of 
No. 1 and wind handles. Fasten by putting inside of basket, then across 
a spoke, then in again and cut short. 



REED WORK. 101 

Reference Books. 
How to Make Baskets. By Mary White. 
Practical and Artistic Basketry. By Laura Rollins Tinsley. 
Practical Basket Making. By George Wharton James. 
The Basket Maker. By Luther Weston Turner. 
The Priscilla Basketry Book. By Sallie G. Fitzgerald. 



102 THE BOSTON WAY. 



RAFFIA WORK. 



Materials. 
Raffia (a strong pliable grass) used alone, or together with heavy twine, 
rope, roving, or reed. Blunt tapestry needles, No. 18 or 19. 

Suggestions. 

Twine makes a softer basket than the reed, needs no soaking, and is easier 
on the hands, requiring less strength in the fingers. 

Moisten raffia before use, but do not soak long. It may be used flat or 
twisted. Slit the strands to the desired fineness. Thread the larger end 
in the needle. 

Raffia comes in many colors. Insist on artistic combinations. Seldom 
use more than two colors. Exception: three colors, — cream, orange and 
brown. 

When starting a new strand do not tie the ends, but overlap them about 
one inch and work with them as one. If a knot is necessary, as in making 
a picture-frame, be sure it is concealed. 

Soak the foundation reed till pliable. 

When joining the foundation reeds, splice the ends to insure a smooth, 
even surface. 

Raffia baskets may be started in two ways: 

1. By using raffia over raffia, making it easier for untrained fingers to 
mould the basket at the outset. 

Method : Take four or five strands of raffia and tie in a hard knot at one 
end, trimming evenly at knotted end. Now twist this group of strands 
into a flat spiral figure, and with raffia-threaded needle sew into shape 
until center of basket resembles a "coiled snake." Continue sewing over 
this raffia foundation, around and around, until a thin reed can be inserted 
with ease. Sew over this reed until a thicker reed can be used, changing 
then to a reed of size desired. 

Stitches. 

Lazy squaw stitch. Wind the raffia around the reed closely either two 
or three times according to fineness of raffia, then sew through below the 
preceding row of reed. Repeat. 

Knot stitch. Wind as above. Sew through. After the sewing stitch 
pass the raffia around the reed, and back over the stitch just taken to form 
a knot effect. Repeat. 

Articles Made with Raffia. 

Belt. Braid six or eight strands of harmonious colors. Add raffia 
tassels. 

Horse reins. Knit with toy knitter. 

Picture frames. Cardboard foundation, circular, oval or oblong. Wrap 
or knot closely with raffia. To knot bring the larger end up through the 



RAFFIA WORK. 103 

hole, and tie on the wrong side. Put the other end back through the open- 
ing and bring it up through the loop formed. Tie on new strands. Keep 
knots on the wrong side. After the cardboard is filled the edge may be 
further decorated by a fancy stitch all around. Leave a loop for a hanger. 
Sew the picture in with raffia or glue it to the frame. 

Napkin ring. Stiff cardboard (8 in. by 1^-in.). Sew the ends together 
with linen thread to form the ring. Knot the raffia strands as in the picture 
frame. 

Needle book. Light weight cardboard. Two 2 5-inch circles with holes 
in the centers. Cover both with raffia using blanket stitch. Use a needle 
to pass the raffia through the center of the card. Fasten together with 
flannel leaves between. These leaves may be finished with even or uneven 
blanket stitch. Two raffia braids for tying the. book, sewed opposite the 
place of fastening. 

Twine-ball bag. Double twenty strands of raffia and tie into a half- 
inch brass ring. Pin the ring fast to a ball of twine. Tie one strand from 
one pair to the next strand of the next pair with a plain hard knot. Set 
pins at regular distances to make the desired size of meshes. When the 
ball is covered tie all the raffia tightly into a bunch and braid in a three- 
strand braid. At the end of the braid tie a ribbon of color to match the 
twine, then double the braid and tie the ribbon in a bow at the top of the 
ball, thus making a strong loop for hanging. To use the twine, pull from 
the center of the ball through the ring at the bottom. 

Simple sewing-bag. Loop eight pieces of raffia over a ring. Tie "Sol- 
omon's knots" forming the diamond pattern. Line the bag with silk and 
and make draw-strings of braided raffia. 

More difficult bag. Using the "Lazy Squaw" stitch make two circles of 
raffia alike in size and color, for the sides of the bag. For circles 6 or 7 
inches in diameter use 3j yards of 6-inch ribbon. Hem the ends. Gather 
both selvage edges (dividing the length and gathering from the middle 
each way), and sew one edge to each circle. Draw-strings of narrow ribbon. 

Baskets. "Lazy Squaw" stitch. Keep the base flat, and rows close 
together. The bowl shape is one of the easiest but much variety of shape 
is possible. A cover may be made like the base and sewed on with raffia. 
Introduce color in stripes (the easiest), diamonds or other varied designs. 
For two colors use two needles and carry one color along with the reed, 
winding over it when not using it. 

Basket with handle. Very flat base of thirty rows. Build up eight or 
ten rows. Fasten into the sides a handle of pliable reed covered with raffia. 

Tumbler coasters. Knot stitch. Flat base 2\ inches in diameter. 
Build up three rows. 

Finger purse. Use eight strands of raffia as a foundation. Using " Lazy 
Squaw" stitch sew two pieces pocketbook shape (oblongs about 2 in. by 
3 in. with rounded corners). Across the one which is to form the back sew 
a strap formed by buttonholing over several strands of raffia. At the mid- 
dle of the front piece sew a knob of raffia with a point projecting toward the 
bottom over which a loop may fasten. Decorate the front by embroider- 
ing with another color of raffia an Indian design. Buttonhole the ends 
arid one side of the two pieces together. Along the open side of the back 
form by buttonholing an open-work flap with a loop to fasten tightly over 
the knob on the front. 



104 THE BOSTON WAY. 

Small mats, bags, baskets, and hats. Weave on cardboard looms. 
(A. B. C.) 

Larger Mats. Weave on wooden looms. Warp with raffia. 

Small basket with wooden base and long nails for spokes. Weave with 
raffia. 

Brush broom holder. Two circles. "Lazy Squaw" stitch, knot stitch 
or weaving. 

Soft basket sewed of braided raffia. 

Hanging basket. Raffia knotted over a bottle. Hang with raffia braids. 

Party bag. Tie with hard or macreme knots and fine with silk. 

Table mat. 

Doll's hat. Sewed of raffia braids. 

Book mark. 

Round work basket with silk top. 

Flower basket. Make over a glass bowl. 

Round plaque or serving tray. 

Fruit bowl with high wide handle. 

Rings for the "Ring toss" game. Wind or buttonhole over several 
strands of reed. 

Coat hanger. Knot closely and evenly over a wire coat hanger. 

Soles for bed-room slippers. 

Bathing sandals. 

Sofa pillow or porch pillow. 

Porch seat. Circle 12 or 14 inches in diameter. Raffia over very coarse 
reed or over clothesline. 

Bibliography. 
See under Reed. 



LEATHER WORK. 105 



LEATHER WORK. 



Materials. 

Odds and ends of soft leather — remnants. 

Sheep ooze of good color, as tan or brown, is most economical to buy in 
the whole skin. 

For tooling — specially prepared cow ooze and Russian calf. The latter 
is very durable. May be bought by square foot or skin. 

Tooling iron (inexpensive) curved on one end and square on the other. 

A nut pick not too sharp may be used. 

Glove fasteners and small set of tools (two pieces) for inserting. 

Suggestion. 

Do not attempt tooled leather work with very immature or careless 
children. 

Method. 

Trace forms. Plan with care to avoid waste. 

Cut with shears or sharp knife on glass. 

For tooling — place cut leather form on glass. Moisten slightly but 
evenly with damp cloth or sponge. 

For plain border — draw a line short distance from edge parallel to it. 

For double border — draw another line distant from the first the width 
desired. This border may be left raised. Go over the lines firmly until 
desired result is obtained. For flat border rub down smoothly with curved 
surface of iron. 

Trace any simple figure — border, conventional design, shamrock, or 
initial. 

Rub down by firm pressure (moistening as needed) until design is smooth 
and shining. Leave edges sharply outlined. 

If color is desired stain the design with Higgins' indelible ink. 

Methods of Finishing. 

Attach glove fasteners. 

Articles may be tied, sewed or laced according to use. 

Penwipers may have paper-fasteners. 

To sew — have pattern, place leather on a piece of wood and pierce holes 
regularly before sewing. 

To lace — punch holes. Use a narrow strip of leather and lace flat or 
around the edges. 

Either one or two covers may be used in many cases as on penwipers, 
shaving pads, etc. 

Use flannel or chamois leaves in penwipers, flannel in needle books, etc. 

Shapes. 

Choose a shape appropriate to the model. Circular, rectangular, book- 
shaped, heart-shaped, leaf-shaped, fan-shaped, shield-shaped, hexagonal, 



106 THE BOSTON WAY. 

arrow-shaped, bell-shaped, triangular, fancy outline (as Dutch figure or 
Teddy bear). 

Models. 

Most may be made plain or tooled. Penwiper, blotter, book mark, 
calendar. Pencil holder — two shorter pieces joined or one longer doubled. 
Stitched or laced on the sides. 

Scissors or knife case — open at one end or with flap over. 

Needle books — fined and rolled or folded. 

Crochet hook case — two curves at top, tapering at lower end. 

Card case — double or single pocket, lined or unlined. 

Book or magazine cover. Slip over or tie on. 

Shaving pad cover. 

Bill folder — simple flap folding in or flaps stitched on. 

Bill folder and change purse — piece stitched on for change pocket and 
flap for fold. Two fasteners. 

Circular coin purse — for finger, with tiny strap on back; for wrist, with 
strap through slit in back; for belt, with strap through slit in back. 

Square coin purse — good size. 

Glove coin purse — tiny rectangular. 

Large circular purse — single or double pocket. 

Shoe polisher — circular sheepskin pocket, or folding with sheepskin 
pocket and clasp. 

Court plaster case. 

Glasses wiper — chamois or special paper leaves. 

Memorandum pad cover — cord and pencil attached. 

Draw bag for change or thimble — very soft leather. Circular in shape 
with concave scallops around the edge. On two opposite sides leave pro- 
jections about one inch in width and in length. Punch edge at each side 
of these projections and each side of the angles between the scallops. Lace 
as for bag and draw up. To open, pull projections or "ears." 

Leather bags of different simple styles. 



WOOD WORK. 107 



WOOD WORK. 



Rules. 
To square to dimensions when stock is of the desired thickness (unless 
otherwise directed) : 

1. Statement. — Select better side. Mark I. 

Direction. — If warped, choose the concave side. 

Test (precede with eye test). — With back of try-square. 

2. Statement.— Plane better edge. Mark it II. 

Direction. — Plane it smooth, straight and square with marked side. 
Test. — For straightness, with straight edge. For squareness, with 
try-square in at least three places from marked side only. 

3. Statement. — Gage width and plane. 

Direction. — Gage from marked edge on both sides. Saw if neces- 
sary, plane to the gage lines, and stop. 
Test. — For flatness, if necessary with back of try-square. 

4. Statement. — Square better end. 

Direction. — Squaring from marked surfaces only, score a knife line 

around near end. Plane to the line and stop. 
Test. — For flatness, if necessary with back of try-square. For 

squareness, try-square from marked surface only. 

5. Statement. — Lay off length and square the other end. 

Direction. — Lay off from finished end. Score knife line around, 
squaring from marked surface only. Saw close to outside of line. 
Plane to the line and stop. 

Test. — For flatness, if necessary with back of try-square. For 
squareness, with try-square from marked surface only. 

1. Drive brads into wood to form child's name, also to form alphabet. 

2. Suggested models are: 

Match scratchers. (Sandpaper block 4" x 2" x \" . Have \" hole 

\" from top.) 
Plant label (8" xH"x|"). 

Clappers. (Any fairly hard wood. 6" x 1" x \".) 
Pencil sharpener (6" x I5" x \" . Sandpaper 4" x If"). 

3. Laundry stick (24" xl\"x f "). 

Shrub label (17" x 1$" x f "). 
Clothes-line winder (8" x 4" x f "). 
Door stop (7"x \\" x 1|"). 

Coat hangers, broom holders, kitchen racks, tray and basket bases 
(square, round and elliptical). 

4. Slat models, such as: Trellises, flower-pot stands, footstools, door mats. 

5. Boards of different kinds: 

Swing board (13" x 5|" x f "). 

Peg board. (Outlines of animals on board. Use automatic drill.) 

Meat board (elliptical, 14£" x 8|"). 

Cake board (12" x 6"). 



108 THE BOSTON WAY. 

Order board (9§" x 5£" x |"). 

Elliptical bread board (Hi" x 8f"). 

Round bread board (10" x §"). 

Number board for United States money (made of a barrel head. 
Draw on head a large star; at each point put in a small hook and 
beside it write different denominations of United States money.) 

6. Toys, such as: Animals on platforms with wheels, simple mechanical 

toys, guns, swords and daggers. 

7. Doll furniture, bird houses, waste baskets. 

Rules. 
To square to dimensions when stock is not of the desired thickness- 
(Unless Otherwise Directed) : 

1. Statement. — Plane better side. Mark it I. 

Direction (examine stock for size and soundness) : If warped, 
observe grain and plane convex side, smooth and flat. On thin, 
warped pieces it will be found advisable to observe grain and first 
plane concave side near enough flat to rest firmly on bench. Then 
again observe grain and plane convex side as above. 

Test. — For flatness, with back of try-square, straight edge and 
winding sticks. 

2. Statement. — Plane better edge. Mark it II. 

Direction. — Observe grain and plane edge smooth, straight and 

square with marked side. 
Test. — For straightness, with straight edge. For squareness, with 

try-square in at least three places, testing from marked side. 

3. Statement. — Gage width and plane. 

Direction. — Gage from marked edge on both sides. Observe grain, 

saw if necessary and plane to the lines. 
Test. — For flatness, if necessary with back of try-square. 

4. Statement. — Gage thickness and plane. 

Direction. — Gage from marked side on both edges (and on ends if 

necessary). Observe grain and plane to the gage fines. 
Test. — For flatness, with back of try-square. 

5. Statement. — Square better end. 

Direction. — Score knife line around near end, squaring from marked 
surfaces only. Saw close to outside of line and plane to the line. 

Test. — For flatness, if necessary with back of try-square. For 
squareness, with try-square from marked surfaces only. 

6. Statement. — Lay off length and square the other end. 

Direction. — Lay off from finished end, score knife line around, squar- 
ing from marked surfaces only. Saw close to outside of line, and 
plane to the line. 

Test. — For flatness, if necessary with back of try-square. For 
squareness, with try-square from marked surfaces only. 
1. Suggested models : 

Hat rack (18" x 2\" x f"). 

Key board (15" x 2" x §"). 

Towel rack, sleeve board (with or without standards), blotters, lap 
boards (a flat piece of white wood curved to fit child. Use \" 
wood). 



WOOD WORK. 109 

Coat and trousers hanger. 
Shelves (horizontal and vertical). 
Toothbrush rack. 

2. Boxes for various purposes: 

For colors (9£" x 6" x 6|"). 

For cards (7" x 4" x 4|"). 

For balls (12" x 5\" x 4f "). 

Knife, fork and spoon box. (14§" x 9" x 2f ". f " stock except 
ends which are 7 /i«". Sides 2\" high, center lOf " long.) 

Match box or toothpick holders, stationery holders, scholar's com- 
panion. 

3. Window ventilators. 

4. Simple pieces of furniture: 

Stools, ottomans, taborets, magazine stands. 



110 THE BOSTON WAY. 



BRASS WORK. 



Materials. 
Brass (30-inch gage) awl, heavy shears, pieces of ^-inch board, small 
mallet or hammer, carbon paper patterns, thumb tacks, brass edge rule 
for folding. 

Models. 
Penwiper top. Blotter top. Blotter pad corners. Pen and pencil trays. 
Stamp box. Calendar standard. Letter holder. Postcard box. Picture 
frames of various shapes. Boxes for handkerchiefs, gloves, etc. Match 
holder. Watch stand. Tumbler cover. Teapot tile. Whisk-broom 
holder. Flower pot case. Fern dish. Candle and lamp shades. Lanterns. 
Book rack ends. Napkin ring. Comb and brush tray. Candle shade with 
bead or chain fringe. (Pierce holes in edge of shade. Spread links to sepa- 
rate chain into proper lengths. Hook pieces of chain into holes and tighten 
links with pincers.) 

Method. 

Design on strong paper the construction and decoration of the article 
to be made. Tack brass to smooth board. Place carbon paper over brass. 
Above this place pattern and fasten all together with thumb tacks. Go 
over all lines with pointed instrument. 

In making patterns for brass work use the ordinary cardboard construc- 
tion models, adding f -inch laps to turn in on all outside straight edges and 
|-inch saw tooth laps for curved edges. 

If the model is to have a curved surface roll over some cylindrical object. 

Fasten parts together with brass shanks of proper size. 

Polish completed model with any good brass polish. 

Lessons. 
Teach use of awl, punching holes around simple designs. 
Fill in background of simple designs. 
Continue until several good models are produced. 
Teach use of carbon paper and patterns. 

Following a course in cardboard construction, have the children construct 
various models in brass both for their own use and for the beginners. 
Children make and use their own decorative designs. 

Suggestions. 

Brass work gives the advanced pupil a chance to apply correct principles 
of design as learned in the drawing course. It also gives him a step beyond 
cardboard construction where he may apply in a new medium the princi- 
ples already learned. 

The punching has considerable value for the beginner, but as a child 
progresses the emphasis should be put on design and construction. 



COBBLING. Ill 



COBBLING. 



Materials. 

1. A supply of medium weight sole leather. Order by pound. (About 
1 pound to square foot.) 

2. Nails. Improved iron cobblers' nails f inch for soles and f inch 
for heels. 

3. Very sharp thin knife. 

4. Iron standard with three or more lasts of different sizes. 

5. Hammer — ordinary one will do. 

6. After the children gain some skill, burnishing fluid and burnishing 
iron may be added. 

Lesson I. 

1. Choose boot with hole in sole (not on edge). 

2. Cut piece of sole leather with diameter about one inch greater than 
hole. 

3. Bevel leather on wrong side to a thin edge and with awl mark for 
nails. (About 3 inch from edge and \ inch apart.) 

4. Nail in position. 

Lesson II. 
Choose shoe with hole extending to edge of sole. Proceed as before 
but do not bevel the edge of patch which is to come on edge of sole. 

Lesson III. Half Soles. 

Prepare shoe. With scoring awl or screw-driver and strong pinchers, 
tear off to the shank the outer sole, leaving the inner one to which the 
top is sewed. Shave thin the part of sole left in shank to which the new 
sole is to be attached. 

Make pattern and cut the leather slightly larger. Bevel the edge on 
wrong side. (At the shank only.) 

Soak leather in hot water till pliable. Hammer the middle surface to 
make it slightly cup-shaped. Nail to shoe with two nails, one at toe 
and one at shank. 

Make path for nails and with awl (pointing slightly toward the center 
of shoe) make holes in which to plant the nails. 

Nails to be placed about 5 inch apart, beginning at shank. 

Trim, file and sandpaper edge. 

Use burnishing fluid and hot burnishing iron. 



112 THE BOSTON WAY. 



BRUSH MAKING. 



Materials. 
Brush backs; copper or steel wire; white Tampico for hair brushes; 
Tampico with horse-hair for shoe brushes; Palmyra for scrub brushes. 

Method of Work. 

Making brush backs. Choose and fashion shape desired, using soft 
wood for hair brushes and hard wood for wash brushes. Mark wood for 
holes. They should be staggered. Bore holes with German or Reamer 
bit, using a stop (which the children can make from wood) on the bit, so 
that the holes will taper to a point on the back of brush. Sandpaper. 

Drawing in of brush. Wind enough wire for brush around a dowel. 
Place dowel in vise. Make a loop of free end of wire. Slip through hole in 
brush. (In working keep brush free to hold in the hand.) Place a sufficient 
quantity of hair in the loop of wire. With the brush back in hand, pull 
the wire until the hair slips into the hole, being careful that the wire is 
tight on back of the brush. Slip loop of wire through next hole and repeat 
process. Continue up and down rows of holes, cutting hair the desired 
length at the end of each row. 

Making top of brush. Use 3 /i 6 -inch wood. Secure to brush back with 
screws. Sandpaper, and shellac the brush. 



SEWING. 113 



SEWING. 



For Young or Low Grade Children. 

1. Teach the child to lace his own shoes. Child may lace shoes for 
another. 

2. Kindergarten sewing cards. Child may make his own cards, punch- 
ing the holes with any large needle. Sew with bright colored worsteds. 
Sew pictures of fruits, animals, flowers, etc. 

3. Kindergarten bead stringing teaches color and arithmetic as well as 
sewing. String squash or melon seeds, acorns, macaroni (tinted with water 
color). 

4. Cross-stitch on J-inch or j-inch check gingham. Diagonals of the 
dark blocks is the easiest stitch. Diagonals of all the blocks. Diagonals 
and diameters of each block makes a more complicated pattern. Use 
Dexter cotton for first work. Colored silkateens are pretty for more com- 
plicated patterns. 

Teach neatness of the wrong side of the work. 

Finished product may be made up into kitchen aprons, iron holders, bags, 
sofa pillow tops, pin cushions. 

5. Mittens. Cut from old stocking tops, drawing around hand for 
pattern. 

6. Sew on a two-hole button. 

7. Make a worsted ball for baby. Cut two circular pieces of cardboard 
four inches in diameter with one-inch hole in center. Lay the two card- 
boards together. Wind with worsted until very thick and full. Cut outer 
edge by slipping scissors between cardboards. Tie with strong string 
through the center very tightly, leaving one long end. Shear ball to desired 
size. 

8. Pin cushion. Cut rectangle 4 inches by 8 inches. Double. Sew on 
two sides. Stuff with woolen rags. Sew up last side. 

9. Squares for pillow or quilt. Six-inch squares of unbleached cotton 
cloth. Draw designs on the squares. Outline in color. 

10. Baby's bib. Oblong piece of huckaback. Cut out curve for neck. 
Hem all around. Outline in color some simple picture or design at the 
bottom. Tapes at the neck. 

11. Bed socks. Stocking foot for pattern. Cut from outing flannel. 

For Middle Grade Children. 

1. Teach running stitch on a strip of muslin with red thread. 

2. Running stitch on four squares of cloth. Baste squares together. 
Back-stitch, then over-hand. Bind the whole square with a strip of plain 
color one inch wide. Have the binding basted, back-stitched on, turned 
over, basted down and hemmed. Do not start the binding on a corner. 
Practice all stitches on a separate piece of cloth. Teach that running 
should be the same on both sides. Even basting is the same stitch increased 
in size. 

8 



114 THE BOSTON WAY. 

3. Fringe for brass candle shade. String small glass beads and attach 
to tape. 

4. Dust caps. Twenty-seven-inch circle of gingham or muslin. Hem 
and insert elastic. If hem turning is difficult, practice with paper strips. 

5. Hem dusters, plain kitchen aprons, simple tea aprons. 

6. Petticoats. Outing flannel or long cloth. Patterns may be obtained 
from any style book. Middle grade children need much help in applying 
the binding. 

7. Towels. Huckaback. Hem and work patterns through the raised 
stitches with colored thread. Following a simple diagonal is the easiest at 
first. Later, vertical and horizontal fines to form Grecian border patterns 
may be successful. 

8. Teach hemming of doll's sheets and pillow cases. Explai u that 
full width sheeting has selvage on both edges. 

9. Make doll's pillow. 

10. Hem dish towels. 

11. Make a bag. Hem side opposite selvage. Sew the two sides up, 
overhand stitch. Leave spaces for tapes to come through. Insert tapes to 
draw up from opposite sides. 

12. Simple patch work for quilts. 

13. Sew on a four-hole button. 

14. Teach buttonhole stitch with raffia on brass curtain ring. 

15. Rings for ring-toss. Button hole with roving over three or four 
heavy reeds. Reeds should be bound tightly into a ring before beginning. 

For High Grade Children. 

1. Table covers. Fringe a piece of green burlap on four sides. Over- 
cast. Embroider cross-stitch border in colors. Table runners may be 
made in a similar way. 

2. Quilts, of patch-work, light and dark pieces. Interesting patterns 
to be obtained in Textile Department of the Boston Art Museum. 

3. Sew on hooks and eyes. Sew on snaps. 

4. Teach feather and ball stitch. Use for decoration on flannel petti- 
coat. 

5. Hem-stitching; taught best on burlap or very coarse linen. 

6. Kimonas of outing flannel are always interesting work. Softness 
of texture and beauty of color holds attention, that otherwise often wanders. 

7. Hem napkins and table cloths. 

8. Darn simple tears. 

9. Darn holes in stockings. 

10. Cut, baste, make and trim simple underwear. 

11. Occasionally a girl may make and trim a simple hat, always with 
much supervision. 



KNITTING. 115 



KNITTING. 



Toy Knitters. 
(a.) Necklace of Dexter cotton No. 6 or coarser. Ten-inch piece tied 
together with 4-inch piece sewed into circle or oval for pendant. 

(b) Mats. Colored Germantown sewed into circle of any size. 

(c) Reins of colored carpet warp. 

(d) Hot plate mats of Dexter cotton No. 6 or coarser. Make 3-inch 
circle; around this attach rows of smaller circles until it is large enough. 

Teach plain knitting on medium-sized short needles. Meat skewers 
sandpapered, shellacked, with a sealing wax knob, make good beginning 
needles. 

Reins of colored Germantown. Cast on 8 stitches. Knit desired length. 
Knit 10-inch strip for breast piece and sew on it 3 bells. 

Face cloth. No. 8 needles, No. 5 Dexter cotton. Colored border gives 
variety. Knit 10-inch square. Crochet shell edge; 5 d. c, skip 1, 1 s. c, 
skip 1, repeat. 

Wash glove — good for baby's bath. No. 5 Dexter cotton. Knit rec- 
tangle 10 inches by 8 inches. Fold and sew to make bag 5 inches by 8 inches. 

Neck piece for winter. Medium needles. Germantown. Cast on 25 
stitches. Knit rectangle 18 inches long. Sew on a pearl button. Crochet 
a chain and attach for button hole. 

Winter scarf of Germantown. Cast on 25 to 30 stitches. Knit 1 yard. 
Colored borders give opportunity for great variety and relieve monotony. 
Add fringe. 

Baby's ball of colored Germantown. Knit rectangle 5 inches by 8 
inches. Sew 5-inch ends together. Fill with cotton wrapped around a 
sleigh bell. Gather both ends tightly and sew firmly. 

Boy's cap. No. 7 needles. Scotch yarn. Cast on 40 to 50 stitches. 
Knit 60 ribs. Sew ends together. Fold up 1 £ to 2 inches, on one side, for 
border. Sew other side together very tightly and add close tassel. If two 
colors are used, cast on 30 to 40 stitches and proceed as before. Knit 
2-inch strip large enough to sew around and turn up as border. 

Afghan. Seven-inch squares sewed together in pleasing combination. 

Bedroom slippers of Germantown. Knit 2^-inch strip untd the length 
plus the width is the distance around a lamb's wool sole. Sew width to 
beginning of length. Knit 1-inch strip a little shorter than the distance 
around the top. Stretch and sew to top of slipper, then sew lower edge to 
slipper and put in an elastic. 

Doll's sweater of Germantown. Cast on 24 stitches. Knit desired 
length for back and roll at bottom. Add 18 stitches for one sleeve. Knit 
across and add 18 stitches for other sleeve. When sleeve is half wide 
enough knit 24, bind off 12 for neck, knit 24. Next row, knit 24, cast on 
12, knit 24. Knit second half of sleeve. Cast off 18 stitches at each end 
and continue until back is same length as front. Sew up under arm and 
sleeve. 



116 THE BOSTON WAY. 

Shawl. Shetland floss. No. 7 or No. 8 needles. 12 inches long. Cast 
on 100 stitches. Knit^loosely the desired length. Add single knot fringe. 

Bright children can be taught to purl and so make almost anything that 
can be knit. 

Finished work is about one-third wider than it appears when the stitches 
are cast on. 



CROCHETING. 117 



CROCHETING. 



Crocheting is far more difficult than knitting. Children enjoy finger 
crocheting and get the idea of hooking the thread through the loop, but 
the change to a hook is usually very hard. 

Teach chain, single and double crochet stitch, with large bone hook and 
bright colored Germantown or macrame cord. First chains may be used 
as cords for dolls' muffs and for bags. 

Afghan stitch is helpful for dull children. At first, teacher may take up 
all the stitches and child take them off. 

Filet patterns are invaluable: 

a. There is great progression of difficulty. 

b. Inaccuracies show and cannot be covered. 

c. Children can make first patterns for themselves on squared 

paper. 

d. Certain "always" must be mastered: 

1. Always use d. c. stitch. 

2. Always chain 5 to turn. 

3. Always chain 2, skip 2, for open space. 

4. Always make stitch in exact top of stitch in row below. 

5. Closed meshes are always multiples of 3 plus 1. 

Germantown. 
Dolls' clothes — Tam-o-shanter, sleeveless jacket, muff, petticoat, 
sweater, scarf. Chain the desired width; first row, ch. 1, d. c. in 2nd st., 
ch. 1, d. c. in 2nd St., repeat 2nd and all other rows. Ch. 2, d. c. in opening, 
etc. 

Jute. 

Jump rope. With double thread make chain of desired length; make 
large knots at the ends. 

Carpet Warp. 

Book bags. Large rectangle of d. c. folded and edges crocheted together 
to form edges of bag. Handles, ch. long enough for handle, s. c. to desired 
width. 

Pocket book bags of the prevailing style. Rows of s. c. and d. c. make 
pleasing effect. 

Rugs. One and one-half-inch to two-inch strips of cotton crocheted with 
very large wooden hook make serviceable rugs. 

Dexter Cotton, Crochet Cotton, Thread. 

Lingerie cord. Ch. 3, one-half of s. c. in second st. Pull next thread 
through both loops left on needle. Put hook in left hand loop just slipped 
from needle and make one-half s. c. Pull next thread through loops. Make 
desired length. 

Round hot plate mats. Useful in learning to widen so as to keep flat. 
Shell edge of 5 d. c, skip 1, 1 s. c, skip 1, repeat. 



118 THE BOSTON WAY. 

Tie. Ch. 8, s. c. in 7th ch. and all the way across for all the rows, until 
tie is long enough. Finish with tassels made of the thread. Buttonhole 
over ivory ring for a slide. 

Skirt hanger. Make 17 s. c. over ivory ring. Turn thread over needle, 
pull a loop through 1st st., thread over needle and pull through all three 
loops at once. Repeat in every st. for 24 rows, then crochet the same over 
safety pin. Be sure to have open end of pin at bottom. 

Roses. Made of Germantown to trim hats or of thread to finish lingerie 
tape or trim dresses. Ch. 5, join. Ch. 4, d. c. in ring, ch. 3, d. c. in ring. 
Repeat until there are 6 spaces. Fill each space with 1 s. c, 5 d. c, 1 s. c. 
Ch. 3, fasten through back of 3rd d. c. Repeat all the way around. Fill 
each sp. with 1 s. c, 6 d. c, 1 s. c. 

Lingerie clasps. Ch. 44, turn. Thread over needle 3 times. Put needle 
into 3rd ch. and pull thread through all 4 loops. Ch. 2. Do this in every 
3rd st. with 2 ch. to turn. Make 3 rows. For the last row ch. 2, s. c. in 
space, ch. 2, s. c. in space to the end of row. Sew on small snap fasteners 
at ends and add a rose. 

Simple Edges. 

Mile a minute lace. Ch. 7, join, ch. 3, turn in loop, ch. 3, turn in loop, 
ch. 3, turn in loop, ch. 3, turn in loop, ch. 5, turn. Turn in 2nd space, ch. 
3, turn in same space. Repeat until there are 4 turns. Ch. 5, turn and 
repeat ad. lib. 

Pyramid edge. Ch. 10, join, make 10 s. c. in loop. Ch. 10, join to last 
s. c. Make 5 s. c. in loop, ch. 5, join to middle of 1st loop, 10 s. c. in loop, 
5 s. c. in 2nd loop. Repeat from beginning. 

Macrem6 Work, Hamm ockmaking and Cement Work are valuable forms 
of hand work which have been successfully used in many Special Classes. 



MANNERS AND SOCIAL REACTIONS. 119 



MANNERS AND SOCIAL REACTIONS. 



For the Teacher. 

"Character teaches over our head." 

"Iron sharpeneth iron; so a man sharpeneth the countenance of his 
friend . ' ' — Proverbs. 

For the Child. 

"Smiles beget smiles." 

"There's nothing so kingly as kindness." 

The Golden Rule. 

Stories of Knighthood. 

The Story of Echo. 

True courtesy is evermore a thing of the spirit, to work as leaven, to be 
gained by inspiration, not to be taught by formal lessons. Let the teacher 
therefore show unfailing courtesy and a deep and true regard for the per- 
sonality and possibilities of every child. The keen edge of her sense of 
fairness and kindness must sharpen these in her pupils. The accepted forms 
by which courtesy is expressed in society may be taught. 

Teach or read the following rhyme: 

Upon love's shining ring we see 

The golden keys of courtesy, — 

The fair sweet words that make the way 

For entrance to a joyous day. 

"Good morning" throws the portals wide, 
"Good afternoon" awaits inside. 

"How do you do?" when friends are seen, 
"Good-bye" when leaving them again. 

To favors "Please" will access find, 
" Thank you" must follow close behind. 

When by mistake some harm is done, 
A swift "Excuse me" should atone. 

For accident or hasty deed ; 
"I beg your pardon" fits the need. 

"Good night" shall close the door at last 
Upon a day in gladness passed, 
If through its hours we've borne in mind 
The golden motto, "Be ye kind." 



120 THE BOSTON WAY. 

Ring of heavy cardboard gilded and bearing the motto, "Be ye kind." 
Nine keys about 6" long, also gilded and each one bearing one of the above 
courteous phrases. Teach the use of these phrases by brief conversational 
lessons, using the keys to arouse interest and serve as pleasant reminders. 
Use of the name of a person addressed. 
Looking at the person addressed. 
Care of Doors. 

Opening. Turn the knob before pushing. 

Closing. Use the hand which is free on the outer knob and control the 
door until closed. This needs careful training with little children who, 
through fear, often seek only to escape the closing door. 
Opening for someone whose hands are filled. 
Holding for someone coming behind. 
Passing others on the right. 
Passing behind another if convenient. 

Avoidance of passing between others and the light by which they are 
working, or between two people who are conversing. 
Consideration for others in a crowd. 

Preference given to women or elderly people — in entering cars or eleva- 
tors, in seats, in safer part of sidewalk, in being served at table or at a 
party. 

Shaking hands. 

Assistance to a friend, older person or little child in carrying parcels. 
Signs of respect, standing, or (for boys) lifting cap: 
To friends in greeting. 
To ladies. 

To elders or superiors. 
To grief or death. 
To Our Country's flag. 

To our national song: Star Spangled Banner. 
(Sing, or stand in silence.) 
Welcoming visitors: 
Caring for wraps. 
Providing a seat. 

Passing a book or explaining work. 
Treatment of the mistakes of another. Ignore or give kindly aid. 
Aid to someone unfortunate: a lame or blind person. 
Picking up anything dropped. Remain quiet if another has started first. 
Hanging up fallen wraps in the dressing room. 
Returning anything found which belongs to another. 
Passing pencils, pens, scissors, knives or tools. Give the handle. 
Care of public property, buildings or parks. 
Conduct at parties, passing refreshments, taking refreshments. 
Conduct on cars and trains and when sight-seeing. 
Frequent treats, parties, celebrations and trips, should give social 
opportunities. 



SUGGESTIVE PROGRAMS. 121 



SUGGESTIVE PROGRAMS. 



"Happiness first, all else follows." — V. T. S. 

In Boston each Special Class teacher is free to plan her own program to 
best fit the needs of her class, and to change that program whenever the 
class requires it. 

Since Special Class children are largely creatures of habit, a wise teacher 
plans to have her pupils expect certain lines of work always at a certain 
time of day. 

She plans to have academic work early in the day, manual and physical 
work later when the body calls for more activity. Still she is always careful 
not to have writing, drawing or any lesson requiring fine muscular control 
immediately after an out-of-door recess. 

She recognizes fatigue early, and although the pupil begs to finish his 
piece of work at once, she smooths the way to the change which is best. 

A regular program is often changed to fit weather conditions, special day 
celebrations, the physical condition of the children. 

Problems of conduct and morality often arise, and should be discussed 
at length, if necessary, when there is immediate occasion. 

Intelligent visitors from afar often come and are welcome to see the 
lines of work that interest them most at the time they can give, for the 
function of the Special Classes is as much public education, as it is actual 
training of defectives. 

A typical single class program follows on page 124. 

In the 50 isolated classes, where there are more younger children, three 
fifths of the time is given to academic, one fifth to physical, and one fifth 
to manual work. 

In the Centers the time of the younger classes is divided as in isolated 
classes. The middle grades of cases have one half academic, one fourth 
physical, and one fourth manual work. 

The pupils above 13 years of age spend three fifths of their time at 
manual, one fifth at physical, and one fifth at academic work. 



122 



THE BOSTON WAY. 



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BIBLIOGRAPHY. 125 



BIBLIOGRAPHY. 



Publications that have helped the Special Class Teachers of Boston: 

Mental Deficiency. 
Barr, Martin W. Mental Defectives: their History, Treatment and 

Training. P. Blakiston's Son & Co. 
Goddard, Henry H Feeblemindedness, its Causes and Consequences. 

Macmillan Co., 1914. 
Hill, Helen F. The Problem of the Feebleminded. Report contained in 

Chap. V. of First Annual Report of State Board of Charities and 

Correction of S. Carolina, 1915. 
Ireland, W. W. Mental Affections of Children. J. & A. Churchill, 

London, 1900. 
Lapage, C. P. Feeblemindedness in Children of School Age. University 

Press, Manchester, Eng., 1911. 
Seguin, Edward. Idiocy: and its Treatment by the Physiological Method. 

Brandow Pub. Co., Albany, N. Y., 1907. 
Shuttleworth, G. E. Mentally Deficient Children. H. K. Lewis, London, 

1900. 
Tredgold, A. F. Mental Deficiency. Wm. Wood & Co., N. Y., 1908. 

Testing. 

Binet, A., and Th. Simon. The Development of Intelligence in Children. 
Translated by Eliz. S. Kite. Training School, Vineland, N. J., 1916. 

Goddard, Henry H. Bin&t-Simon Measuring Scale of Intelligence. Re- 
print from T. S. Bulletin, January, 1910. 

Goddard, Henry H. Standard Method of Giving Bin6t Tests. Reprint 
from T. S. Bulletin, April, 1913. 

Healey, Wm., and G. Fernald. Tests for Practical Mental Classification. 
Psy. Monographs, Vol. 13, No. 2, March, 1911. 

Terman, Lewis M. The Measurement of Intelligence. Houghton, 
Mifflin Co., Boston, 1916. 

Terman and Knollin. The Detection of Borderline Deficiency by the 
Bin§t-Simon Method. Journal of Psycho-Asthenics, June, 1916. 

Yerkes and Bridges. A Point Scale for Measuring Mental Ability. War- 
wick & York, Baltimore, 1915. 

Physiology and Hygiene. 
Christfried, Jakob. Atlas of the Nervous System. Saunders & Co., Phil., 

1901. 
Cornell, Walter S. Health and Medical Inspection of School Children. 

F. A. Davis Co., Phil., 1912. 
Halliburton, W. D. Handbook of Physiology. P. Blakiston's Son & Co., 

Phil. 
Holmes, Arthur. The Conservation of the Child. J. B. Lippincott Co., 

Phil., 1912. 



126 THE BOSTON WAY. 

March, N. W. Towards Racial Health. Geo. Routledge & Sons, London, 

1915. 
Scripture, E. W. Stuttering and Lisping. Macmillan, N. Y., 1912. 
Terman, Lewis M. The Hygiene of the School Child. Houghton, Mifflin 

Co., 1914. 
Yale, Caroline A. Formation and Development of Elementary English 

Sounds. Gazette Printing Co., Northampton, Mass. 

Heredity. 
Davenport, Charles B. Heredity in Relation to Eugenics. Henry Holt 

&Co., N. Y., 1911. 
Goddard, Henry H. The Kallikak Family. Macmillan Co., N. Y., 1912. 
Jordan, David Starr. The Heredity of Richard Roe. Am. Unitarian 

Asso., Boston, 1911. 
Punnett, R. C. Mendelism. Macmillan Co., N. Y., 1911. 

Delinquency. 
Anderson, Victor V. A Classification of Borderline Mental Cases Amongst 

Offenders. Journal of Criminal Law and Criminology, January, 1916. 
Goddard, Henry H. The Criminal Imbecile. Obtain at Training School, 

Vineland, N. J. 
Healey, Wm. The Individual Delinquent. Little, Brown & Co., 1915. 
Schlapp, Max G. and L. S. Hollingworth. The Mentally Defective as 

Cases in the Courts of New York City. U. S. Dept. of Int. Bureau 

of Ed. Bulletin, 1915, No. 50. 

Social Problems Involving Feeble-mindedness. 
Addams, Jane. A New Conscience and an Ancient Evil. Macmillan Co., 

N. Y., 1912. 
Ayres, Leonard P. Backward Children. Russell Sage Foundation, Dept. 

of Child Hygiene. N. Y., 1911. 
Talbot, Eugene. Degeneracy, its Causes, Signs and Results. Scribners' 

Sons, N. Y., 1896. 

Psychology. 
Dawson, Geo. The Child and his Religion. University Press, Chicago. 
Gesell, Arnold L. The Child and Primary Education. Ginn & Co., 

Boston. 
Holman, Henry. Seguin and his Physiological Method of Education. 

Sir Isaac Pitman & Sons, London, 1914. 
Lee, Joseph E. Play in Education. Macmillan. 
Smith, Wm. Hawley. All the Children of All the People. Macmillan, 

N. Y., 1913. 

References on the Special Class for Exceptional Children. 
Boston Public Schools, Document No. 4, 1914. Syllabus for Special 

Classes. 
MacMurchy, Helen. The Feebleminded in Ontario. Tenth Report for 

the year ending October 31, 1915. 
MacMurchy, Helen. First Annual Report of the Inspector of Auxilliary 

Classes of Ontario. 1915. 



BIBLIOGRAPHY. 127 

Witmer, Lightner. The Special Class for Backward Children. Psycho- 
logical Clinic Press, Phil., 1911. 

Wallin, J. E. W. Report on Psycho-Educational Clinic and Special Schools. 
Sixty-first Annual Report of Board of Education, St. Louis, Mo., 1915. 

Magazines and Pamphlets. 
Journal of Delinquency, Whittier State School, Cal. Bi-monthly. $1.25 

a year. 
Journal of Educational Psychology, Warwick & York, Baltimore. $2.50 

a year. 
Journal of Psycho-Asthenics, Am. Asso. for Study of the Feebleminded, 

Faribault, Minn. Quarterly. $1.00 a year. 
Psychological Clinic, Psycho. Clinic Press, Phil. 10 mos. in the year. 

$2.00. 
Survey, Sur. Associates, Inc., 112 East 19 St., N. Y. City. Weekly. 

$3.00 a year. 
Training School Bulletin, Tr. School, Vineland, N. J. 10 mos. in the year. 

$1.00. 
Ungraded, Ung. Teachers' Asso. of N. Y. City, 500 Park av. 10 mos. in 

the year. $1.50. 
Volta Review, Volta Bureau, Wash., D. C. 12 mos. for $2.00. 
W. E. Fernald's Pamphlets to be obtained at the Mass. State School, 

Waverley, Mass. 
Publications of the N. E. A. 
Publications of the Mass. Mental Hygiene Asso. 

Publications of the various State Boards of Charity and Correction. 
For Suggestions for a Special Class Teachers' Library. See Dr. Terman's 
Bibliography in The Measurement of Intelligence, pp. 357-358. 



